From the cheap seats: one consideration of school-based PE's position in contemporary American schools

Abstract

Background: As the USA enters the second decade of the twenty-first century, it does so in a polarized political, social, and educational climate heretofore unseen in its relatively short history. Such a climate has implications for what role schools play in American society and especially how school-based physical education (SBPE) may need to reinvent how and what it contributes to the schooling of American children and, ultimately, the common good. Currently, SBPE receives verbal endorsement from the public and politicians yet little in the way of policy and financial support from legislators at national, state, and local levels. Aims: The purpose of this essay is to present a US-centered perspective on the current 'position' of SBPE and offer some modest (and hardly earth-shattering) suggestions for the immediate future from the perspective of a mid-career physical education teacher educator. Recommendations are made that may enable SBPE to make valuable contributions (perhaps even more that it currently does) and, hopefully, remove SBPE from the divided debate on what public schooling should include and how it should be provided.

Physical Education Policy Research in the United States: Setting a New Orientation

“…Again, these calls for accountability were rationalized through healthrelated outcomes. Yet, we agree with McCullick (2014) that couching the justification in health-related outcomes may be akin to "writing checks that the data cannot cash" (p. 540). Given the unlikelihood of addressing health-related outcomes, we must 're-orientate' our agenda toward deliverables we can achieve and consider the role of outcomes and accountability within this new orientation.…”

Satisfaction au travail et attachement à l’emploi des enseignants/es d’éducation physique : une contribution à l’analyse des conditions de travail en enseignement au Québec

“…Plusieurs recherches réalisées dans différents pays, laissent entrevoir que les enseignants/es en éducation physique se doivent de composer avec un déficit de légitimité qui relève de facteurs qui sont à la fois soient internes et externes au vaste champ de l'activité physique (Kougioumtzis, Patriksson, et Stråhlman, 2011 ;Onofre, Marques, Moerira, Holzweg, Repond et Scheuer, 2012 ;Yahiaoui, 2016). Selon Dornstauder et Chorney (2019), McCullick (2012) et Richards, Gaudreault, Starck et Woods (2018), cette marginalisation de l'éducation physique semble s'être institutionnalisée à travers des politiques adoptées par certains pays, confirmant alors, dans les faits, le statut non prioritaire de cette discipline.…”