Abstract des Autors

While in many countries education reforms have recently focused on increased standardization of education, Finnish reforms have emphasized school autonomy and the empowerment of teachers through school curriculum development. The purpose of this article is to analyse the current national curriculum in Finland through the lens of (inclusive) physical education (PE). The paper draws attention to the mandated aims and contents of the subject, and guidelines for dealing with diversity by employing qualitative content analysis. Although the Finnish PE curriculum is open to teaching different movement forms (apart from traditional sports), it also contains some exclusionary potential for those students who are not able to participate in physical activities that focus on certain normative performances, or who do not have the ability to reflect on themselves and their learning experiences. This article therefore recommends that curricula should provide a holistic understanding of the body and performance to deal with the increasing diversity in the context of inclusion.