This paper is a philosophical and theoretical meditation on how content and physical activities come to make-up secondary school physical education curriculum. Far from being a neutral entity, the secondary school physical education curriculum, and what content and physical activities come to be included and excluded, is not a ‘natural’ process guided by ‘common sense.’ Rather, it is cultural artifact that is the product of social construction. Below I review research (mostly conducted the United States (U.S.) and scholarship that have revealed important insights with respect to secondary physical education curriculum. I do so with the hopes of adapting and utilizing this work as I present a number of philosophical and theoretical points for consideration when we as a field of teachers and scholars work to create secondary school physical education curriculum.