Despite its potential for supporting learning across multiple domains and to contribute to the holistic development of young people, concerns continue to be raised about the somewhat marginalised position of physical education (PE) within the educational landscape (Harris, 2018; afPE, 2019; Hooper et al., 2020). PE’s precarious history and lack of clear purpose in the curriculum has arguably played a significant role in how it has come to be positioned within research, policy, and practice in schools globally (Kirk, 2010; Gray et al., 2022). Certainly, research has highlighted several issues faced by PE in this respect, including a disconnect between policy and practice, a ‘squeezing’ of curriculum time, and its positioning, often, as subject without academic significance (Stidder, 2023).

Advocates for the subject have continued to ‘make the case’ for PE and to argue its value to and for young people (see afPE, 2019). Within this context, efforts to justify and enhance the status of PE have led to an increased focus on what constitutes Quality Physical Education (QPE) (e.g., Penney et al., 2009) and, in some contexts, to calls for PE to sit alongside subjects such as mathematics and sciences as a ‘core’ element in school curricula (e.g., Harris, 2018). Dyson (2014) argues that the question of ‘what is quality physical education?’ is an important one to consider, as it directs attention to key components of practice. UNESCO (2015) developed a series of Quality Physical Education (QPE) guidelines, which sought to inform the global provision of physical education practice across the full age range. In this work, QPE is defined as “the planned, progressive, inclusive learning experience that forms part of the curriculum in early years, primary and secondary education” (UNESCO, 2015 p. 9). Certainly, curriculum, pedagogy and assessment have been identified as fundamental dimensions of ‘quality PE’ (Penney et al., 2009), yet it is also recognised that QPE is dependent on factors such as sufficient curriculum time, adequate resource and the availability of specialist practitioners, as well as the provision of inclusive, meaningful and culturally relevant content (Walseth et al., 2018).

Research has increasingly highlighted the important role that PE can play in promoting respect for culture and community, as well as challenging historical social injustices (Schaefer et al., 2023). Despite this, it is argued that internationally there is a general lack of understanding concerning culturally responsive teaching in PE and longstanding concerns over PE teachers’ abilities to facilitate cultural diversity within the PE context (Whatman et al., 2017). It is argued that PE teachers who understand how to implement culturally responsive pedagogy are more effective practitioners, for example, by having the potential to reduce educational gaps between students (Wrench & Garrett, 2021). However, learning how to do so is not always easy and highlights the need for rounded and culturally appropriate teacher training, as professional development supports the acquisition of the life skills necessary to deliver lessons to a broad cross section of students (Alfrey & O’Connor, 2022).

This presentation builds on and looks to extend the discussion above through an exploration of qualitative data generated in UNESCO’s Global Quality Physical Education (QPE) survey. Specifically, it looks to focus on data collated from schools/teachers about the role of culture, community and context in shaping QPE practices and experiences and to share examples of perceived good practice.

This presentation presents findings from a secondary analysis of data collated as part of UNESCO’s QPE Survey, which sought to gather data related to different aspects of global PE policy and practice. Questions within the survey were aligned with UNESCO’s QPE indicators, thereby focusing on issues such as frequency of provision, variety of activities, and notions of inclusivity (UNESCO, 2015). Two versions of the survey were created: i) a Ministerial-level survey (to capture data at the policy level from UNESCO Member States) and ii) a School-level survey (to collect data from teachers about PE provision/practice). These surveys were disseminated in 2020-2021 with sport ministries and schools in partnership with the International Federation of Physical Education and Sport (FIEPS). In total, responses were received from 117 ministries and 2545 teachers, with all regions (as defined by UNESCO) represented (i.e., Central and Southern Asia, Eastern and South-Eastern Asia, Europe and North America, Latin America and the Caribbean, Northern Africa and Western Asia, Oceania and Sub-Saharan Africa). The secondary analysis employed both qualitative and quantitative methods to draw out key messages from the surveys relating to three core areas: i) challenges to PE within the respondents’ context; ii) perceived needs for delivering QPE within the respondents’ contexts; and iii) examples of good practice relating to QPE in the respondents’ context. This presentation focuses specifically on the qualitative data generated from open-ended questions in the School-level survey. Data from the open-ended responses to relevant questions in the survey were analysed thematically, using an approach detailed by Clarke and Braun (2016). This involved raw data being read and re-read by the researchers – initially collectively (to aid consistency) and then separately – by region, with codes were assigned to identify key issues and concepts. Following the regional analysis, the data were then reviewed collectively to facilitate reflection on synergies and differences within and across regions, resulting in the collapsing, collation and/or refinement of codes and the development of nine core themes: status of PE; curriculum; facilities and resources; workforce; policy matters; equity and inclusion; public health; and culture, community and context. It is the latter theme that is the main focus of this presentation, although it should be noted that there are significant overlaps between a number of the themes and, as such, the presentation will also touch on other areas as relevant.

Insights from UNESCO’s Global QPE Survey highlight the positive influence of culture, community and context on QPE practice, both with regard to structural (e.g., resource, policy, curriculum) and practical (e.g., activities, events, environments) elements. They also demonstrate the importance of shaping culturally relevant practice and establishing links between schools and communities. For example, participants acknowledged the value of offering PE activities that are relevant to local contexts and communities. Many also noted the value in making greater use of the local environment, such as skiing, hiking, swimming, or traditional customs and mentioned connecting school activities with cultural events or activities, including local festivals, traditional dances, and indigenous games. Recognising schools as being embedded within community and culture was seen to offer a means by which practices could be developed that better reflected students’ needs and interests, as well as drawing on staff/community expertise and facilitating a sense of collective identity/belonging. Ultimately, the qualitative data from UNESCO’s Global QPE Survey serve to reinforce the view that shaping culturally relevant practices to maximize engagement, impact, and enjoyment of QPE is of critical importance. Moreover, they evidence how fostering school-community pathways is crucial and can help to enhance community engagement as well as support the holistic development of students by translating educational outcomes into ‘real world’ settings. The examples drawn on within this presentation also illustrate how involving students in decision-making regarding PE activities and co-creating QPE programmes can contribute to more engaging and authentic experiences, highlighting the importance of student voice activities. Within the presentation, implications of these findings for future research, policy and practice will be considered.

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