Major curriculum changes have recently occurred in Ireland, including redeveloping the
primary curriculum and the enactment of the Junior Cycle Framework (DES, 2015). Positive
and negative experiences affect the attitudes which contribute to determining the quality of
curricular experiences. Therefore, a smooth transition from primary to post-primary should
be predicated upon continuity of curricula and of young people’s positive learning
experiences in physical education. Framed in the work of Fullan (1991) and Dewey (1997),
this study aims to understand how young people’s experiences of collective physical activity
can inform physical education curriculum development and enactment. Focus group
interviews were conducted in three primary and three post-primary schools. The young
people’s experiences reflected the features of meaningful physical education: fun
opportunities, preferably outside; to socially interact with friends; provision of activities that
are both competitive and non-competitive; activities focused on team sport and alternative
forms of movement such as yoga; differentiated activities and teams and choice, beyond
choosing between team sports only. We argue that the young person’s voice has the potential
to inform policy and practice, as well as enforce and advocate for policy and practice that
positions young people at the centre of the learning experience.