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K. Andrew R. Richards, Colin G. Pennington and Oleg A. Sinelnikov

were granted status and rewards for coaching but not for teaching PE ( Templin, Sparkes, Grant, & Schempp, 1994 ), which has contributed to teacher/coach role conflict ( Woods & Lynn, 2014 ). Some teachers combatted marginalization by delivering high-quality programs, advocating for the discipline, and