Abstract
Purpose : This study examines the progressive development of physical education (PE) curricula across 40 European countries, emphasizing conceptual ideas, curriculum goals, and content. Methods : Using a mixed-method approach, the study employed an expert-informed online survey developed through expert consultations to ensure validity and alignment with PE principles. Quantitative data were examined using descriptive distribution analyses with SPSS 29.0. Qualitative responses named national reports of country-level documentation were analyzed using inductive content analysis supported by ATLAS.ti for data organization. Results : The findings demonstrate a diverse interpretation of PE conceptualizations, which include health promotion, physical literacy, movement competence, and recreational goals. While most curricula emphasize psychomotor learning and inclusion, affective learning remains underrepresented. Variability in curricula goals and content underscores significant regional differences. Conclusion : Across Europe, PE curricula increasingly reflects a shared commitment to holistic and inclusive approaches. These approaches position PE as a vital component of contemporary education. Nevertheless, greater attention to both affective and cognitive learning dimensions remains essential to promote sustainable lifelong engagement in physical activity.