This study examines the historical development of physical education curricula and the impact of educational policies in Turkey after 1980 on the field. Today, physical education has evolved beyond being merely a course aimed at physical development; it has become a holistic pedagogical domain that seeks to help students develop lifelong habits of physical activity, enhance socio-emotional skills, and acquire health literacy. The World Health Organization’s identification of physical inactivity as a significant global risk factor has increased the importance of physical education practices in schools. In Turkey, the 2018 Ministry of National Education curriculum offers a student-centered approach that emphasizes values and skills development.

After the 1980 coup, the education system became highly centralized, and curriculum decisions were restructured by the Ministry of National Education and the Board of Education and Discipline. Under the influence of neoliberal policies, the commercialization of educational services and the redefinition of the teaching profession have also affected the field of physical education. The 1985 Physical Education Program reflected the ideological framework of the period, was based on a unit system, adopted a behaviorist objective approach, and prioritized physical fitness, fundamental movement skills, and discipline-based outcomes.

The teacher training system was restructured under the university framework with Law No. 2547 and Decree Law No. 41; with the establishment of Faculties of Sport Sciences (BESYO), physical education teaching acquired a more scientific and multidisciplinary foundation. In the 1990s, the commercialization of sports through the media transformed societal perceptions; however, physical education classes in schools failed to reach the desired level due to structural deficiencies. Overall, physical education embodies a pedagogical field that is continually reshaped in line with political, social, and institutional transformations.