Kinesiology and Physical Education: A Curriculum (Dis)Alignment Perspective

Abstract

This conceptual article focuses on the curriculum disalignment issue that seems to be a contributor to the marginalization of K–12 physical education. Through a brief historical review of events, especially the 1991 Critical Crossroads conference, the article explores and explains reasons that the future of K–12 physical education should rely on developing health-centered, concept-based curricula consistent with kinesiology science. In a major section, the article documents a 20-year effort and findings of curriculum intervention research in elementary, middle, and high schools to advocate and deliberate the need for a curriculum reform that should center on aligning physical education with kinesiology science. Implications of the kinesiology–physical education curriculum alignment to student learning are emphasized, and a paradigm change perspective to curriculum reform is discussed as a path to revitalize K–12 physical education.