Systemic success in physical education: The east valley phenomenon

Siedentop and Locke (1997) proposed three critical elements that must exist in our profession to make a difference and achieve systemic success in physical education (SSPE): (a) quality PE in the schools, (b) effective physical education teacher education (PETE) programs, and (c) a working relationship between the two. Using Cuban's (1992) curriculum change and stability framework, this qualitative study examines the existence of a program that has achieved all three elements in the southwestern US. For over three decades some seventy-two teachers in dozens of schools have yearly served over 40,000 children. This study revealed a fully functioning model consisting of four key, interdependent components driven by a system of accountability measures. The results of the SSPE model-quality PE for children-is achieved by (a) district-wide mandated curriculum, methodologies and language, (b) well-defined district PE coordinator roles, (c) a partnership university, and (d) frequent, ongoing professional development. Results of this study strengthen Siedentop and Locke's (1997) recommendation for collaborative efforts between universities and partner school districts and provide a model to guide and manage the curriculum change process in K-6 PE.