Chapter 2: Reversing Policy Neglect in U.S. Physical Education: A Policy-Focused Primer

in Journal of Teaching in Physical Education

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Hans van der Mars Arizona State University

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Hal A. Lawson University at Albany, SUNY

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Murray Mitchell University of South Carolina

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Phillip Ward The Ohio State University

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DOI:
https://doi.org/10.1123/jtpe.2020-0240
Keywords:
policy actors; policy development; proactive advocacy
First Published Online:
18 May 2021
In Print:
Volume 40: Issue 3
Page Range:
353–362
Restricted access

Notwithstanding the contributions of a few policy experts, overall physical education is constrained by policy illiteracy and neglect. A brief historical perspective on physical education policy provides a foundation for “a policy primer” founded on three recurring needs: (a) antecedent and corequisite factors meriting attention in support of policy improvement, (b) field-wide capacity-building in support of policy advocacy and improvement, and (c) specialized policy courses and seminars in physical education teacher education and doctoral physical education teacher education programs. Recommendations for policy-focused research and development structure a new agenda that merits attention and action.

van der Mars is with Arizona State University, Mesa, AZ, USA. Lawson is with the University at Albany, SUNY, Albany, NY, USA. Mitchell is with the University of South Carolina, Columbia, SC, USA. Ward is with The Ohio State University, Columbus, OH, USA.

Ward (Ward.116@osu.edu) is corresponding author.
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