Physical education and sport-focused degree programs: an exploration of symbolic boundaries and policy negotiations

This article explores the negotiation of contemporary policy agendas in physical education and sport-focused degree programs. Centring on one Higher Education Institution in Wales, the article pursues three foci in negotiations that are integral to the everyday work, relations and identities of academic staff: the commodification of university sport; quality learning and teaching; and changing relations with industry. Conceptually, the article draws upon Bernstein’s concept of symbolic boundaries to critically explore the translation and enactment of different policy agendas, and pursue constraints and possibilities arising for subject, professional and learner identities. Data from focus groups and interviews with 16 participants showed that participants’ conscious engagement in complex policy work legitimises existing identities while creating opportunities for future transformations of the programs. The article emphasises the need to create structures that establish conditions to support academic staff in enhancing skills, knowledge, and capabilities to engage creatively with multiple policy agendas.