Sustainable sport education in primary education: An English case study

Research has shown that many primary teachers lack confidence in physical educa- tion, perceive that they do not have the skills to teach physical education well and that often physical education lessons are cancelled, prioritising other curriculum areas (Caldecott et al., 2006; Hardman and Marshall, 2000). Yet in Forest Gate Primary, the school has succeeded in establishing a new curriculum which is being embraced by generalist teachers and physical education specialists alike, those with plenty of confidence in their ability and those who describe themselves as definitely not sporty. The community of teachers is increasing in size as the programme con- tinues to spread across the school with years 4, 5 and 6 embracing the approach. What factors have influenced the sustainability of the programme? Why have teach- ers across the spectrum of age, experience, confidence and seniority bought into this particular curriculum innovation?.