Set within the context of a longitudinal project that seeks to engage physical education teachers from the four countries of the UK in cross-border curriculum analysis, dialogue and learning, the current study lays the foundation by mapping and comparing curriculum discourses that currently shape how physical education is conceptualised in England, Northern Ireland, Scotland and Wales. As a team of researchers with affiliations to each of the four nations of the UK, we identified those curriculum documents from each context that were written to directly inform physical education teachers’ curriculum planning and enactment. We firstly identified those discourses evident in each document to understand how physical education is conceptualised within each curriculum, before engaging in a dialogical process that converged around how physical education is constructed similarly or differently within and across curricula. We found some variation in relation to how the concept of health is articulated. With the exception of the curriculum in Wales, we also found that performance discourses related to developing motor competencies for sports continue to dominate as the main purpose of physical education. Finally, there are several points of divergence in relation to how much agency or guidance teachers are afforded within each curriculum. The intention of this research is to initiate dialogue across each of the four nations, creating opportunities for learning so that, collectively, teachers can build capacity to contribute to future curricula and pedagogies in physical education.

在一个纵向项目的背景下，该项目旨在让来自英国四个国家的体育教师参与跨境课程分析、对话和学习，目前的研究通过映射和比较当前塑造体育运动方式的课程话语奠定了基础。教育在英格兰、北爱尔兰、苏格兰和威尔士被概念化。作为一个隶属于英国四个国家的研究人员团队，我们从每个背景中确定了这些课程文件，这些文件被编写以直接告知体育教师的课程规划和制定。我们首先确定了每个文件中明显的话语，以了解如何在每个课程中概念化体育教育，在参与一个对话过程之前，该过程围绕体育教育在课程内部和跨课程中如何以相似或不同的方式构建。我们发现与健康概念的表达方式有关的一些变化。除了威尔士的课程外，我们还发现与发展运动运动能力相关的表演话语继续作为体育教育的主要目的占据主导地位。最后，在每个课程中为教师提供多少代理或指导方面存在几个分歧点。这项研究的目的是在四个国家之间发起对话，创造学习机会，以便教师共同建立能力，为未来的体育课程和教学法做出贡献。