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Cited by 52Physical Education and PedagogyPhysical Education and Sports StudiesPhysical Education and Training Studies

The Korean national curriculum for physical education: a shift from edge to central subject

Lee, Ki-Cheon, Cho, Soon-Mook·2014·Physical Education and Sport Pedagogy
DOI 10.1080/17408989.2014.915299
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Abstract

Background: Within the last half century, the Korean national curriculum has undergone seven periods of reform, each at intervals of just 6–8 years. The most recent ‘seventh curriculum’ was developed in 1997, and implemented in schools from 2001. Continual curriculum change has been driven by national and social needs, keeping in line with the philosophical and theoretical positions popular in the field of education. The main theme for the seventh curriculum that sets it apart from previous curriculum reform is it is a ‘differentiated curriculum.'Purpose: This study is intended to reflect and analyze the historical change of the Korean National Curriculum for Physical Education (KNCPE) over the past 60 years, covering the first through to the seventh curriculum reform phases, and then to propose the shaping and future directions of physical education (PE) national curriculum in Korea in a context of demonstrable global academic achievement among other neoliberal concerns.Discussion and conclusions: Fifteen years have passed since the inception of this ‘new’ curriculum. A number of studies have been conducted to investigate its educational effects. Nevertheless, the results are unclear and many problems exist in this area. First, PE is still regarded as a minor subject area compared with other subjects such as mathematics or science. Second, major philosophies and principles employed to construct the framework for movement activities are heavily based on Western concepts and approaches. And lastly, many students are still physically unfit and passive in their daily life suggesting that the curriculum messages have not been effective. Now, further change is needed to refocus the PE curriculum, arguing that PE in Korea is at a curriculum cross-roads.

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  • Zimbabwe's grades for School, Community and Environment, and Government improved from the previous Report Card due to recent policy implementations and government commitments.

    “In comparison with the previous Report Card in Zimbabwe, the grades for School, Community and Environment, and Government, have improved due to recent policy implementations and commitments made by the government to promote physical activity and nutritional status among Zimbabwean children and youth.50”

    From Global Matrix 3.0 Physical Activity Report Card Grades for Children and Youth: Results and Analysis From 49 Countries (2018) · cites this paper as [50]

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Authors
Lee, K.-C., & Cho, S.-M.
Affiliations
,
Venue
Physical Education and Sport Pedagogy
Publisher
Informa UK Limited
Published
2014-05-15
Volume
19
Issue
5
Pages
522-532
ISSN
  • 1362-7120 (ISSN-L)
  • 1740-8989
  • 1742-5786
DOI
10.1080/17408989.2014.915299
OpenAlex
W2061160007
Cited by
52
References
44
Citations by year
2026: 3 · 2025: 3 · 2024: 3 · 2023: 5 · 2022: 4 · 2021: 4 · 2020: 5 · 2019: 6 · 2018: 7 · 2017: 6 · 2016: 6
FWCI
10.37
Type
journal article
Language
en
Open access
closed
Locations
Physical Education and Sport Pedagogy (publishedVersion)
Funders
Korea University
Topics
  • Health Sciences › Health Professions › Physical Therapy, Sports Therapy and Rehabilitation › Physical Education and Pedagogy
  • Social Sciences › Sociology and Political Science › Physical Education and Sports Studies
  • Health Sciences › Health Professions › Physical Therapy, Sports Therapy and Rehabilitation › Physical Education and Training Studies
Keywords
physical education curriculum, national curriculum reform, curriculum history, differentiated curriculum, curriculum centralization, physical fitness, neoliberalism in education, curriculum policy

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