Physical Education Teacher Education in Kinesiology: Past, Present, and Future

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Melinda A. Solmon
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Kim C. Graber
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Amelia Mays Woods
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Nancy I. Williams
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Thomas J. Templin
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Sarah L. Price
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Alison Weimer
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DOI:
https://doi.org/10.1123/kr.2020-0047
First Published Online:
12 Nov 2020
In Print:
Volume 9: Issue 4
Page Range:
305–312
Restricted access

This paper evolved from a panel discussion presented at the 2020 American Kinesiology Association Leadership Workshop focused on promoting physical activity through Kinesiology teaching and outreach. The authors consider the role of Physical Education Teacher Education (PETE) in promoting physical activity by examining the historical role that PETE has played in what are now Departments of Kinesiology, the status of PETE programs today, and how the future of PETE programs can impact the future of the discipline of Kinesiology. The challenges and barriers that PETE programs face are presented. The role of PETE programs in research institutions is examined, and case studies are presented that demonstrate the complexities the academic units face regarding allocating resources to PETE programs. The consequences of program termination are considered, and the authors then make a case that PETE programs are important to the broader discipline of Kinesiology. The authors conclude by encouraging innovative solutions that can be developed to help PETE programs thrive.

Solmon is with the School of Kinesiology, Louisiana State University, Baton Rouge, LA, USA. Graber and Woods are with the University of Illinois at Urbana-Champaign, Champaign, IL, USA. Williams and Weimer are with the Pennsylvania State University, State College, PA, USA. Templin is with the University of Michigan, Ann Arbor, MI, USA. Price is with the Florida A&M University, Tallahassee, FL, USA.

Solmon (msolmo1@lsu.edu) is corresponding author.
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