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In the present paper we aimed at presenting the new secondary school curriculum for Physical Education and Sport in Romanian education and the changes proposed by it in relation to the previous curriculum. The new curriculum was developed in 2017 while the previous document regulated PE practical activities since 2009. For this we performed the conceptual comparative analysis of the content elements and of the assessment system. From a conceptual point of view, the general competencies formulated in the new curriculum still focus on using physical exercise as a means of maintaining health. The content elements are mostly represented by specific skills in sports disciplines. The content elements do not have a different connection to conceptual objectives. Content requirements are fully taken from the previous curriculum. The new curriculum proposes a new assessment system. It is based on the testing of general competence and is in line with the conceptual objectives. The new assessment system relies on the previous performance-based assessment system, although performance scales have not been developed. This makes it difficult to apply the new assessment system. The new curriculum proposes as a total novelty element the use of the PE textbook as a support for the theoretical notions that can be found in the practical activity. [ABSTRACT FROM AUTHOR]

Contemporary society, with all its notable technological, medical and political developments, also leads to a regress in the level of outdoor activity, a fact which will have a negative impact on future generations that are currently in the educational system. As such, when the word „technology” is mentioned, one automatically thinks about well-known developments: automobiles, tablets, phones and TVs, all of which limit our motive activities. Medical technology and pharmaceutical products have invaded the media space with rapid promises of spectacular and immediate results. Discussions on this matter are quite obvious. The political space, as it is segmented in four-year intervals, brings to our attention many strategies and initiatives, each one more utopian than the last. [ABSTRACT FROM AUTHOR]

Moral education is determined by the social phenomenon, which confers its content and represents a component of general education; it contributes to the formation and development of moral conscience and behaviour, to shaping the moral profile of the personality, and to the elaboration of social-moral behaviour. In many European countries, there are educational policies that promote the social and moral development of young people. According to the provisions of the National Curriculum currently into effect in our country, all the areas in the curriculum have the obligation of contributing to the social and moral development of young people. In this sense, researchers in the field pinpoint that physical education and sport - mostly physical education and sport teachers - have an important role in reaching this objective. Nonetheless, there is only scanty conclusive evidence to support this theory. In addition, scientists consider the social and moral field differently. Currently, there is too little information on the way in which physical education and sport teachers become aware of their responsibility in the social and moral development of the students through the discipline they teach. There is also insufficient information of the way they understand and apply the objectives of moral education. [ABSTRACT FROM AUTHOR]