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Julianne A. Wenner, Kimberly M.B. Tucker, Hannah G. Calvert, Tyler G. Johnson and Lindsey Turner

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.

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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