This article raises critical questions about the place of pupils’ personal, social andmoral development in team games. It is argued that clearer conceptual definitions and critical debate within the physical education (PE) profession are needed in order to determine the role of team games in promoting pupils’ personal, social and moral education. The complex inter-relationship between these aspects of pupils’ development is discussed and a case is made for using ‘ sociomoral’ education for the purpose of further analysis. Current ideology about how team games can enhance pupils’ socio-moral education is examined against the background of historical developments in PE in both state and private schools over the last 150 years. The need for empirical evidence to substantiate knowledge claims in this multi-dimensional area of the curriculum is highlighted and some suggestions made for research in this area.
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