Participants demonstrated strong self-efficacy; held high, positive expectations for success; and set very specific, clear, and deliberate goals. Participant behavior was moderated by their personal attributes (capacity to build relationships, set goals, and maintain interest and passion) and was tempered by the environments in which they worked. Fostering similar behaviors has the potential to guide future and current PETE faculty members in creating supportive and encouraging atmospheres for sustained productivity. The lack of literature relating to this topic warrants the need for more research exploring the influential factors and benefits gained from sustained scholarly productivity over time for PETE faculty members.

The purpose of this study was to investigate the beliefs among professionals in the field of physical education in elementary level, more specifically in the context of Thailand. The participants were five exemplary elementary PE teachers. All participants signed informed consent prior to data collection. We used semi-structured interviews  in order to gather information of participants’ beliefs. Each interview lasted approximately 45 minutes. All interviews were audio recorded and later transcribed for analysis. Data collection occurred in two ways: (a) in-depth semi-structured interviews (b) semi-structured follow-up interviews. Data were analyzed using a thematic coding procedure in order to find the significant statements that related to research questions. Results showed three themes constructed from data analysis including trends: (1) to teach foundation of basic skills that moved beyond sport oriented PE, (2) to consider physical education for Health and the integrated physical education, and (3) to perceive limited time to deliver contemporary physical education. We conclude that the beliefs about the trends in physical education has been aligned with the global trends in physical education. These cover topic areas of skill development and health issues with strong emphasis on physical education that serves the best interests of the children. Relevant stakeholders should then ensure that physical education will be delivered according to the interest of today’s children. Future research should seriously focus on this specific area of study, encompassing policy, program, and practice of physical education.

The current research aimed at investigating physical education teachers’ experiences in practicing inclusive physical education and the meaning they attached to those experiences. The study focused on the thematic analysis of participants’ experiences represented in the collected qualitative data. A number of 12 physical education teachers participated in in-depth interviews and photo elicitation interviews. Verbatim transcripts were obtained from all interviews for subsequent analysis. Using the tenets of thematic analysis (Braun Clarke, 2006, 2019, 2021), analysis included familiarization with the data, open coding, theme construction, theme review, theme naming, and report production. The analysis process yielded four themes of teachers’ experiences including (1) the roles of background knowledge and skills, (2) teaching various types of disabilities, (3) inclusive pedagogy approaches, (3) facilitators and barriers to teaching inclusive physical education. The meaning of the experiences were the meaning of inclusion, inclusive physical education, and inclusive physical education teaching. We conclude that experience is important in delivering inclusive PE, especially with regard to teachers’ development in the area of pedagogical knowledge and skills as well as dealing with challenges in their teaching approaches. Along with this experience is the meaning of teaching inclusive PE which reflected in-depth engagement with this caring profession.