Evaluation of the Moroccan Primary Physical Education Curriculum: Insights from University Trainers’ and Primary Teachers’ Perceptions

Abstract

This study investigates the gap between curriculum design and classroom implementation in Moroccan primary Physical Education (PE), particularly in a system relying on generalist teachers. Guided by Provus’ Discrepancy Evaluation Model, it examines the alignment among the prescribed curriculum, teacher training, and teaching practices. A qualitative multi-method case study was conducted through documentary analysis, semi-structured interviews with teacher trainers (n = 4), and focus groups with primary school teachers (n = 10). Thematic analysis revealed substantial discrepancies across design and implementation stages. The curriculum presents conceptual ambiguities and lacks coherent assessment frameworks, while limited resources and insufficient teacher preparation constrain effective implementation. Consequently, classroom practices tend to emphasize competitive activities rather than holistic student development. Findings suggest that implementation challenges stem not only from teachers’ practices but also from broader systemic inconsistencies. The study highlights the need for curriculum coherence, strengthened teacher training, and closer alignment between educational policy and practice.