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Kinesiology and Physical Education: A Curriculum (Dis)Alignment Perspective
1Department of Kinesiology, University of North Carolina at Greensboro, Greensboro, NC, USA.
Kinesiology Review (Champaign, Ill.)
|April 22, 2026
Summary
Curriculum reform is vital for K-12 physical education. Aligning physical education with kinesiology science through health-centered, concept-based curricula can revitalize the field and improve student learning.
Area of Science:
- Kinesiology
- Curriculum Studies
- Educational Policy
Background:
- The marginalization of K-12 physical education is linked to curriculum disalignment.
- Historical events, including the 1991 Critical Crossroads conference, highlight persistent issues.
Purpose of the Study:
- To explore the reasons for curriculum disalignment in K-12 physical education.
- To advocate for health-centered, concept-based curricula aligned with kinesiology science.
- To discuss curriculum reform as a means to revitalize physical education.
Main Methods:
- Conceptual analysis drawing on historical review.
- Documentation of 20 years of curriculum intervention research findings.
- Exploration of paradigm change in curriculum development.
Main Results:
- Evidence suggests a 20-year effort in curriculum intervention research supports alignment.
- Findings indicate a need for reform centering on kinesiology science.
- Implications for student learning are significant.
Conclusions:
- Aligning K-12 physical education with kinesiology science is essential for curriculum reform.
- A paradigm shift towards concept-based, health-centered curricula can revitalize the discipline.
- This alignment promises improved student learning outcomes.
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