Discussions on educational policy are shaped by current societal transformations associated with diversity. At the same time, the most recent reform of the Austrian National Curriculum for Physical Education (NCPE) was driven by the desire to stipulate standardised learning outcomes. Building upon Bernstein's framework, this paper explores to what extent issues of diversity are addressed in curricular documents, which inform and structure teaching and learning processes. Based on a qualitative content analysis, the General National Curriculum (GNC) and the latest NCPE were investigated. In a two-stage process, combining predetermined and emerging coding, significant themes were developed throughout the data analysis process. The findings demonstrate differing understandings of what diversity means and how it should be taken into consideration, indicating a less comprehensive way in the NCPE compared to the GNC. Since a uniform understanding of diversity is missing, this ambiguity fails to comply with a NC’s function to act as a systematic framework for teachers. There is friction at the level of education policy, as the NCPE should both reflect generally acknowledged societal transformations associated with diversity and be standardised at the same time. The paper concludes that future curriculum reforms should specifically address diversity-sensitive teaching and learning within the subject in a more comprehensive way, interlink the GNC and NCPE precisely and rethink the tension between diversity and standardisation in the NCPE.

关于教育政策的讨论受到当前与多样性相关的社会变革的影响。与此同时，奥地利国家体育课程 (NCPE) 的最新改革是出于规定标准化学习成果的愿望。本文以伯恩斯坦的框架为基础，探讨了课程文件在多大程度上解决了多样性问题，这些文件为教学和学习过程提供信息和结构。在定性内容分析的基础上，对全国通用课程（GNC）和最新的NCPE进行了调查。在两个阶段的过程中，结合预先确定的和新兴的编码，在整个数据分析过程中开发了重要的主题。调查结果表明，对多样性的含义以及应如何考虑多样性存在不同的理解，表明与 GNC 相比，NCPE 中的方式不太全面。由于缺乏对多样性的统一理解，这种模糊性不符合 NC 作为教师系统框架的功能。在教育政策层面存在摩擦，因为 NCPE 既应反映普遍承认的与多样性相关的社会转型，又应同时标准化。论文得出结论，未来的课程改革应以更全面的方式具体解决学科内对多样性敏感的教与学，将 GNC 和 NCPE 精确链接，重新思考 NCPE 中多样性与标准化之间的紧张关系。这种模糊性不符合 NC 作为教师系统框架的功能。在教育政策层面存在摩擦，因为 NCPE 既应反映普遍公认的与多样性相关的社会转型，又应同时进行标准化。论文得出结论，未来的课程改革应以更全面的方式具体解决学科内对多样性敏感的教与学，将 GNC 和 NCPE 精确链接，重新思考 NCPE 中多样性与标准化之间的紧张关系。这种模糊性不符合 NC 作为教师系统框架的功能。在教育政策层面存在摩擦，因为 NCPE 既应反映普遍承认的与多样性相关的社会转型，又应同时标准化。论文得出结论，未来的课程改革应以更全面的方式具体解决学科内对多样性敏感的教与学，将 GNC 和 NCPE 精确链接，重新思考 NCPE 中多样性与标准化之间的紧张关系。