Chapter 8: Collective Action for Learning, Improvement, and Redesign

in Journal of Teaching in Physical Education

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Hal A. Lawson University at Albany SUNY

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Emily Jones Illinois State University

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Zac Beddoes University of Wisconsin-La Crosse

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Steven Estes Middle Tennessee State University

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Stephanie A. Morris SHAPE America

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Murray F. Mitchell University of South Carolina

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Hans van der Mars Arizona State University

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Phillip Ward The Ohio State University

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DOI:
https://doi.org/10.1123/jtpe.2020-0246
Keywords:
design science; networked community of practice; partnership; professional learning community; university–school partnerships
First Published Online:
20 May 2021
In Print:
Volume 40: Issue 3
Page Range:
412–422
Restricted access

The pandemic, imperatives for human and civil rights, growing economic challenges, new accountability requirements, and distance-delivered learning technologies are reminders of novel 21st-century needs, problems, challenges, and opportunities. All demand a sense of urgency. Building on selected traditions and achievements, today’s futuristic planning offers timely opportunities to make history. Founded on the idea of a physical education system—with roles and responsibilities for every stakeholder (e.g., teacher, teacher educator)—this new agenda transcends what individuals can accomplish. It requires collective action. Collective action necessitates special formations, such as professional learning communities; social networks; and partnerships among schools, communities, universities, and professional associations, both state and national. In turn, these formations require organizers and facilitators. Examples illustrate collective action’s potential, also indicating why it must be a shared priority for professional education, professional development, and professional associations.

Lawson is with the University at Albany SUNY, Albany, NY, USA. Jones is with the Illinois State University, Normal, IL, USA. Beddoes is with the University of Wisconsin-La Crosse, La Crosse, WI, USA. Estes is with the Middle Tennessee State University, Murfreesboro, TN, USA. Morris is with SHAPE America, Reston, VA, USA. Mitchell is with the Graduate School, University of South Carolina, Columbia, SC, USA. van der Mars is with Arizona State University, Tempe, AZ, USA. Ward is with the Ohio State University, Ohio, USA.

Lawson (hlawson@albany.edu) is corresponding author.
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