Personal and social development constitutes an important goal of physical education (PE) curricula worldwide. Few studies have analysed how PE teachers perceive and operationalise personal and social development goals in their lessons. This study sought to investigate the implemented curriculum of in-service PE teachers, that is, how PE teachers perceive and operationalise personal and social development goals. In sum, 12 experienced primary school PE teachers participated in semi-structured interviews. Deductive-inductive content analysis was used to analyse the data. Findings are discussed under three themes. The first theme, goal versus means, relates to personal and social development as a goal in itself or as a means to achieve other goals. This duality is discussed in relation with how teachers organise their lessons, the tasks and activities they provide, and how they divide children into groups. The second theme, the teacher's role versus children's role, relates to the struggle PE teachers face with delegating responsibilities to children. Under the third theme, (lack of) curriculum line, we discuss the structure or curriculum line that is missing in the pursuit of personal and social development goals. Future research and practice should devote time and effort to training PE teachers to realise personal and social development goals in a more structured and systematic way.

个人和社会发展是全球体育教育 (PE) 课程的重要目标。很少有研究分析体育教师在课堂上如何看待和实施个人和社会发展目标。本研究旨在调查在职体育教师实施的课程，即体育教师如何看待和实施个人和社会发展目标。总共有12名经验丰富的小学体育教师参加了半结构化访谈。演绎归纳内容分析用于分析数据。调查结果在三个主题下进行讨论。第一个主题，目标与手段, 与个人和社会发展有关，它本身就是一个目标或实现其他目标的一种手段。这种二元性的讨论与教师如何组织课程、他们提供的任务和活动以及他们如何将儿童分组有关。第二个主题，教师的角色与儿童的角色，与体育教师在将责任委派给儿童时所面临的斗争有关。在第三个主题（缺少）课程线下，我们讨论了在追求个人和社会发展目标时缺少的结构或课程线。未来的研究和实践应该投入时间和精力来培养体育教师以更加结构化和系统化的方式实现个人和社会发展目标。