{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,10,13]],"date-time":"2025-10-13T18:12:30Z","timestamp":1760379150313,"version":"build-2065373602"},"reference-count":41,"publisher":"Wiley","issue":"2","license":[{"start":{"date-parts":[[2006,7,28]],"date-time":"2006-07-28T00:00:00Z","timestamp":1154044800000},"content-version":"vor","delay-in-days":3344,"URL":"http:\/\/onlinelibrary.wiley.com\/termsAndConditions#vor"}],"content-domain":{"domain":["bera-journals.onlinelibrary.wiley.com"],"crossmark-restriction":true},"short-container-title":["The Curriculum Journal"],"published-print":{"date-parts":[[1997,6]]},"abstract":"<jats:title>Abstract<\/jats:title><jats:p>Since 1989, the Portuguese education system has undergone curricular reform which has introduced deep structural changes to the subject of physical education (PE). PE has become a compulsory and examinable subject within the \u2018core curriculum\u2019 of all school years (1 st to 12th grade). National curricular plans for basic and secondary education have also been introduced. This paper provides a view of the political options which have underpinned the present curricular project of PE in Portugal and compares practices in that country with those in Belgium. The analysis first describes the \u2018curriculum as text\u2019 before focusing attention on the \u2018curriculum as action\u2019. The analysis explores the nature of teachers\u2019, pupils\u2019 and parents\u2019 beliefs, values and attitudes that together mediate the curriculum as text, help define contexts of PE, and influence public and political attitudes towards the subject. The paper points to the importance of both researchers and teachers for the development of effective teaching and learning in PE.<\/jats:p>","DOI":"10.1080\/0958517970080204","type":"journal-article","created":{"date-parts":[[2011,9,19]],"date-time":"2011-09-19T18:47:10Z","timestamp":1316458030000},"page":"231-247","update-policy":"https:\/\/doi.org\/10.1002\/crossmark_policy","source":"Crossref","is-referenced-by-count":2,"title":["Teaching the curriculum: policy and practice in Portugal and Belgium"],"prefix":"10.1002","volume":"8","author":[{"given":"FRANCISCO CARREIRO","family":"DA COSTA","sequence":"first","affiliation":[{"name":"Technical University of Lisbon and University of Li\u00e8ge"}]},{"given":"MAURICE","family":"PI\u00c9RON","sequence":"additional","affiliation":[{"name":"Technical University of Lisbon and University of Li\u00e8ge"}]}],"member":"311","published-online":{"date-parts":[[2006,7,28]]},"reference":[{"volume-title":"\u2019Estimation du degr\u00e9 de concordance entre les atentes des professeurs et la revision des programmes en \u00e9ducation physique au Portugal\u2019","year":"1992","author":"Cabral M.","key":"e_1_2_1_2_1"},{"key":"e_1_2_1_3_1","first-page":"1","volume-title":"Analyse de l'enseignement de l'\u00e9ducation physique au secondaire","author":"Carlier G.","year":"1992"},{"key":"e_1_2_1_4_1","first-page":"137","article-title":"Sources de variations des feedback et leur perception par les \u00e9l\u00e8ves","volume":"31","author":"Carlier G.","year":"1991","journal-title":"Revue de l'Education Physique"},{"key":"e_1_2_1_5_1","first-page":"11","article-title":"As representa\u00e7\u00f5es de sucesso e insucesso profissional em professores de educa\u00e7\u00e3o f\u00edsica","volume":"4","author":"Carreiro da Costa E","year":"1992","journal-title":"Boletim SPEF"},{"key":"e_1_2_1_6_1","first-page":"223","volume-title":"Better Teaching in Physical Education? 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