For over 30 years in the Australian state of Queensland, a final grade for physical education (in years 11 and 12) was given based on 50% theory and 50% practical, valuing movement and knowledge equally. This article was written in response to changes in a syllabus in the Australian state of Queensland in 2019 which awarded a final mark based on 82% theory and 18% practical or movement. Despite this unequal valuing of movement, the syllabus cites Arnold’s perspective as ‘a philosophical and educative framework to promote deep learning in three dimensions: about, through and in movement contexts’ (QCAA, 2018, p.1). Based on the syllabus citing Arnold’s philosophy it is reasoned these principles (valuing knowledge and movement equally) will be evident throughout this Australian state syllabus. Confusingly, they were not.

SueSee, B., Pill, S., & Williams, J. (2023). Arnold wanted X but we got Y – the Queensland senior physical education syllabus application of the Arnoldian perspective. Physical Education and Sport Pedagogy, 1–16. https://doi.org/10.1080/17408989.2023.2269955