Purpose: To address the obesity epidemic and promote children’s health; several health organizations recommend that schools develop comprehensive programs designed to promote physical activity and health behavior. Given a lack of empirical investigation, the authors sought to understand how physical education programs are perceived within such initiatives. Methods: A case study was conducted to acquire insights of key stakeholders (N = 67) in a school nationally recognized for promoting physical activity and health. Data were collected using formal interviews, informal interviews, observations, and document analysis. Data were analyzed utilizing grounded theory and constant comparison. Results: Physical education was viewed positively by stakeholders; however, physical educators felt marginalized within the school infrastructure. Systemic barriers to program quality included lack of leadership, feelings of marginalization, and insufficient funding and collaboration. Discussion: Findings raise concerns about the difficulty of sustaining a high-quality physical education program even in a school recognized for significant support of physical activity.
Gabriella M. McLoughlin, Kim C. Graber, Amelia M. Woods, Tom Templin, Mike Metzler and Naiman A. Khan
K. Andrew R. Richards, Gabriella M. McLoughlin, Victoria Nicole Ivy and Karen Lux Gaudreault
Despite an abundance of research on doctoral student socialization in higher education, little attention has been paid to physical education doctoral students. This study sought to understand physical education doctoral students’ perceptions of their socialization as preparation for faculty roles.
Participants included 32 physical education doctoral students (16 female, 16 male) from US institutions of higher education. Data were collected in three phases using focus group interviews, an open-ended survey, and individual interviews.
Three first-order themes described: (a) indirect, but common pathways to pursuing a doctoral degree, (b) relationships are essential to the doctoral program experience, and (c) becoming a faculty member is a complex and ongoing process.
Relationships, particularly with faculty members, are integral to doctoral education. Training for the role of doctoral advisor could be beneficial, as could connecting cohort members and promoting opportunities to learn the role of teacher educator and publish research.