Bridging theory and practice : implementing the Maltese physical education curriculum

Abstract

This paper offers a critical analysis of the Maltese Physical Education (PE) curriculum, examining the integration of its theoretical principles with practical implementation. The curriculum is underpinned by a robust theoretical framework, aiming to foster holistic development and physical literacy through student-centred, constructivist, and model-based approaches. However, a significant gap exists between these theoretical ideals and their practical application within schools. The analysis identifies key challenges, including teachers' predominant use of summative assessments, a lack of professional development in Assessment for Learning (AfL) and non-physical domain evaluation, and insufficient hands-on training in diverse pedagogies. Systemic and contextual barriers such as inadequate PE time, large class sizes, and poor facilities compound these issues. The low status of PE within the educational system further diminishes teacher motivation and retention, collectively undermining the subject's potential to develop physically literate and healthy youth, which contributes to high inactivity and obesity rates. The report concludes by proposing a series of recommendations, including, among others, enhancing initial and ongoing teacher training in assessment and diverse needs, addressing systemic issues by increasing PE time and improving facilities, and strategically elevating the subject’s status to ensure PE receives the necessary resources to maximise its contribution to a healthier and more active Maltese population.