Abstract The somewhat forever-changing landscape of education in England has recently challenged the post-16 sector in new ways, with funding and a knowledge-based curriculum just some of the new initiatives institutions must acclimatise to. Sport provision, a generic term used in this paper to encompass level three sport and physical education programmes, is not in limbo, but certainly faces challenges. This research focused on exploring the current ‘state of play’ of post-16 sport provision. Thirteen semi-structured interviews were carried out on teachers focusing solely on the Advanced (A)-level and Business and Technology Education Council (BTEC) national routes. Interviews were recorded and transcribed verbatim. The data were analysed using the six phases outlined by Braun and Clarke in the form of a thematic analysis. The main findings were that the content is perceived to be challenging due to the depth and detail of knowledge required on topic areas investigated on the A-level route, in contrast to the breadth, related to the number of units of study on the BTEC national programmes. Practical knowledge also emerged as a key theme, with results indicating a diminished importance of the practical aspects of both programmes, and conflicting views were evident on how practical knowledge should be assessed, with some preferring the grading of practical performance only and others preferring wider aspects of performance to feature in the grade awarded. Finally, post-16 options in sport and PE were perceived to be ‘a positive thing’ but the caveat with this is the concerns regarding programme symmetry and how commensurate respective programmes are.

中文翻译：

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状况：体育和体育教育中的BTEC和A级水平相称

摘要英格兰教育领域的局面在不断变化，最近以新的方式挑战了16岁以下的教育部门，而资金和基于知识的课程正是一些机构必须适应的新举措。体育用品是本文中用来涵盖三级体育和体育课程的通用术语，它并不是一帆风顺的，但肯定会面临挑战。这项研究的重点是探索16岁后体育运动的当前“状态”。对教师进行了十三次半结构化访谈，这些访谈仅侧重于高级（A）级和商业技术教育理事会（BTEC）的全国路线。记录访谈并逐字记录。使用Braun和Clarke概述的六个阶段以主题分析的形式对数据进行了分析。主要发现是，由于在A级途径上调查的主题领域所需的知识的深度和细节，与内容的广度（与BTEC国家研究单元的数量有关）相比，该内容被认为具有挑战性程式。实践知识也已成为关键主题，结果表明这两个计划的实践方面的重要性都在降低，关于如何评估实践知识的观点也很明显，有些人只对实践绩效进行评分，而另一些人则更偏爱广泛的方面。表现在所授予的等级中。最后，人们认为体育和体育领域的16岁以下选项是“一件积极的事情”，但需要注意的是，有关程序对称性和各个程序的相称性的问题。