Logics in play: what ‘rules of the game’ regulate Swedish PE teachers’ decision-making processes?

Research suggests that physical education (PE) needs to adapt meet societies’ changing and increased diversity amongst pupils. However, despite growing pressure from often competing sectoral interests, educational reforms, new curricula directed at PE bring about such changes, research has not seen a more profound impact. Many policy initiatives impact teachers, which means they are responsible for implementing desired changes. Therefore, it is somewhat surprising how paid limited attention teachers’ decision-making processes regarding the envisaged change. To address this shortfall of understanding, study’s aim explore relate external pressures, reforms. aim, article draws on an institutional logics perspective uses data collected semi-structured interviews with 16 teachers. Findings show four guide processes: (a) democracy logic, (b) investment (c) professional (d) bureaucracy logic. The results also that, beyond fact legitimise certain decisions, delegitimise other requires teachers navigate between in their processes. This navigating process handle multiple incompatible ideas what good conduct it. knowledge, if utilised, can increase alignment content implementers’ interpretations, may mitigate resistance reforms stimulate intended implementation.