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The Impact of Administrators' Perceptions on Combating Marginalization in Physical Education
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DOI：10.1123/jtpe.2025-0118.png)
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Abstract
En 中文
Purpose: This study investigated how administrators' perceptions of physical education (PE) influenced their efforts to combat its marginalization. Method: A qualitative case study was used to explore how five participants' childhood and professional experiences shaped their views and actions toward PE using the occupational socialization theory. The data came from questionnaires, autobiographies, and three rounds of interviews analyzed collaboratively. Results: The findings were organized into three themes: (a) the impact of positive childhood PE experiences, (b) disservice to PE: lack of administrative preparation, and (c) valuing PE despite early marginalization. Discussion/Conclusion: Although participants received little formal training to support or supervise PE professionally, their appreciation-rooted in positive early experiences-led them to advocate for PE in their schools and communities.
Keywords:
advocacy
leadership
school community
childhood
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