Purpose: This research investigated how social capital relates to physical education (PE) teachers’ abilities to facilitate physical activity (PA) outside of PE class in their schools. Methods: Twenty-seven elementary PE teachers were interviewed. Data were analyzed using a multistep qualitative coding process ending in a cross-case analysis. Results: Among the three components of social capital (trustworthiness, norms, and information networks), positive norms around PE, and more broadly, PA, were most important for creating a physically active culture in schools. Trustworthiness was important, but less so than positive norms, and information networks were relatively unimportant for creating a culture of PA. Time was a limiting factor, because without it, PE teachers could not develop the social capital needed to promote PA. Conclusions: Becoming a PA leader is not just a function of will and motivation; rather, PE teachers must be supported with time and positive norms around PE and PA, which requires engagement of district and school leaders.
Julianne A. Wenner, Kimberly M.B. Tucker, Hannah G. Calvert, Tyler G. Johnson and Lindsey Turner
Shirley Gray, Paul M. Wright, Richard Sievwright and Stuart Robertson
improvement: Teacher leadership in the UK . Teacher and Teacher Education, 22 , 961 – 972 . doi: 10.1016/j.tate.2006.04.010 Oliver , K.L. , Luguetti , C. , Aranda , R. , Nuñez Enriquez , O. , & Rodrigue , A. ( 2017 ). “Where do I go from here?”: Learning to become activist teachers through a