Abstract
In this paper, we provide an overview of physical education (PE) policy and advocacy research in the United States. We examine the past policy and advocacy work that has been completed in the field and make connections to international policy work. We examine the potential changes the future holds for developing scholarship in the area. We define policy and advocacy and explain how teachers as policy actors are key figures in any policy enacted. The paper also examines the relationship between PE and the public health arena, which completes a lot of PE-focused policy research. The paper concludes with a focus on PE teacher education and the work that higher education must do to help educate future professionals to be advocates for policy change.
| Original language | English |
|---|---|
| Pages (from-to) | 197-206 |
| Number of pages | 10 |
| Journal | Kinesiology Review |
| Volume | 13 |
| Issue number | 2 |
| DOIs | |
| State | Published - 2024 |
Bibliographical note
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Funding
An example of health-focused policy that requires PE teachers to be central figures as \u201Cpolicy actors\u201D is the implementation of CSPAP (Carson & Webster, 2019). We do acknowledge that CSPAP isn\u2019t inherently a policy; however, it could become policy in schools if teachers and administrators choose to implement it as policy. This coordinated multicomponent approach to increasing PE has been supported by the Centers for Disease Control and Prevention and SHAPE America. This framework positions the PE teacher as an integral part of program adoption at the school (Webster et al., 2015). Recently, researchers have begun examining teachers\u2019 perceptions of CSPAP implementation (Webster et al., 2020). However, CSPAP can only be effectively implemented when funding is present. For, a middle school teacher at a 100% workload in order to enact a new PE/PA policy based on CSPAP, they would be asked to do more than they are currently doing. This ideally would be delivered in a way that reduced their work load from another task while adding to CSPAP responsibilities so as to avoid feelings of role overload. However, as many of you are reading this, you may know that this is not really how CSPAP development has been occurring in the United States. There\u2019s a reason SHAPE America calls these teachers \u201Cchampions.\u201D They champion a mission by going above and beyond, potentially without funding or external support to enact a new policy. Ball et al. (2011) would call these teachers true enthusiasts.
| Funders | Funder number |
|---|---|
| Centers for Disease Control and Prevention |
Keywords
- lobbying
- physical activity
- policy work
- public health
- standards
ASJC Scopus subject areas
- Physical Therapy, Sports Therapy and Rehabilitation
- Public Health, Environmental and Occupational Health
