Across Europe, competitive sport is increasingly seen as an important element in a physical education curriculum. The negative association surrounding the playing of sports at youth or adult level raises serious questions about the validity of increasing competitive sport in schools. On the other hand, it is argued that this negative association is something that needs to be addressed in schools as part of the educational process.

In this paper, I shall portray the negative and positive associations with competitive sport and I shall also address the taken-for-granted values claimed for sport. In presenting this case, I shall propose that a major rethink about the value of competitive sports in schools is needed. This will be followed by an analysis of what is meant by educational validity and an outline of what criteria could be used to select appropriate curricula content? A number of questions will be raised whether current practice can meet these standards. Education has made strong claims about capacities and dispositions that can be nurtured and cultivated during schooling. So to name a few, autonomy, empowerment and agency, independence, responsibility, resilience and imagination are seen as important but rarely addressed in physical education. Their relevance will be explored in the context of physical education and sport.

In this process, the implications of an educational validity and a pedagogical stance for competitive sport will be identified and outlined.