The National Curriculum for Physical (NCPE) has seen numerous changes since its initial introduction in 1992 following the 1988 Education Reform Act, which was notably the most important piece of legislation since the 1944 Butler Act (Lawton, 1989., Gillard, 2011. & Clay,  1999).  With government parties and professionals alike continuously striving to produce the ideal document that will assist physical education (PE) teachers to produce the highest level of teaching and learning possible within PE (Gillard, 2011. & Hill, 1997).  Offering such a variety of content compared to other subjects, PE is on one hand a key part of the curriculum, although this is not shown in the continuous reduction of allocated time within the curriculum and a view of PE teachers being inferior (Hardman & Green, 2011).