‘The plate that always falls’: preliminary findings on performativity in primary physical education

Abstract

Emergent findings indicate that performativity is unevenly distributed across the curriculum rather than totalising. Given its low performative worth, PE was (re)positioned, occupying a marginal position while being instrumentalised to further whole‑school performative priorities and commercialised to enhance the school’s image. Teachers interpreted and delivered PE differently, ranging from performative to non-performative beliefs. Reflexivity was contingent on teachers’ role, experience, and pedagogical content knowledge. The study contributes to understanding how low-performative subjects like PE are (re)positioned within primary schools.