Abstract
This study aims to investigate the discourse in physical education (PE) classes among primary school students in Singapore and reveal the distinctive governing epistemological structure. Eight primary school students were interviewed, and an archaeological analysis based on Foucault’s thoughts and works was employed. The findings of this study provided a deeper understanding of PE discourse and offered a unique perspective on the conditions for such discourse to happen. A Foucauldian approach is thus a useful tool for policymakers when designing the PE curriculum and syllabus.