References
- Arar, K. H., & Rigbi, A. (2009). ‘To participate or not to participate?’ – status and perception of physical education among Muslim Arab-Israeli secondary school pupils. Sport, Education and Society, 14(2), 183–202. doi: 10.1080/13573320902809088.
- Bailey, R. (2018). Sport, physical education and educational worth. Educational Review, 70(1), 51–66. doi: 10.1080/00131911.2018.1403208.
- Beddoes, Z., Prusak, K. A., & Hall, A. (2014). Overcoming marginalization of physical education in America’s schools with professional learning communities. Journal of Physical Education, Recreation & Dance, 85(4), 21–27. doi: 10.1080/07303084.2014.884432.
- Blankenship, B. T. (2017). We have met the enemy – and it is us. International Journal of Kinesiology in Higher Education, 1(2), 35–43. doi: 10.1080/24711616.2017.1282759.
- Blankenship, B. T., & Coleman, M. M. (2009). An examination of “wash-out” and workplace conditions of beginning physical education teachers. Physical Educator, 66(2), 97–111.
- Breda, J., Jakovljevic, J., Rathmes, G., Mendes R., Fontaine O., Hollmann S., Rütten A., Gelius P., Kahlmeier S., & Galea G. (2018). Promoting health-enhancing physical activity in Europe: Current state of surveillance, policy development and implementation. Health Policy, 122(5), 519–527. doi: 10.1016/j.healthpol.2018.01.015.
- Burnett, C. (2021). A national study on the state and status of physical education in South African public schools. Physical Education and Sport Pedagogy, 26(2), 179–196. doi: 10.1080/17408989.2020.1792869.
- Carson, R. L., Hemphill, M. A., Richards, K. A. R., & Templin, T. (2016). Exploring the job satisfaction of late career secondary physical education teachers. Journal of Teaching in Physical Education, 35(3), 284–289. https://doi-org.proxy.lib.strath.ac.uk/10.1123/jtpe.2015-0131.
- Cazers, G., & Curtner-Smith, M. D. (2017). Robin’s story: Life history of an exemplary American female physical education teacher. Journal of Teaching in Physical Education, 36(2), 197–208. doi: 10.1123/jtpe.2015-0084.
- Charmaz, K. (2006). Constructing grounded theory: A practical guide through qualitative analysis. Sage.
- Chen, A. (2022). Reconceptualizing physical education: A curriculum framework for physical literacy. Routledge.
- Christodoulou, D. (2010). The status of physical education in Cypriot schools. Physical Culture and Sport. Studies and Research, 50(1), 110–117. doi: 10.2478/v10141-010-0028-7.
- Cooper, K. H., Greenberg, J. D., Castelli, D. M., Barton, M., Martin, S. B., & Morrow Jr, J. R. (2016). Implementing policies to enhance physical education and physical activity in schools. Research Quarterly for Exercise and Sport, 87(2), 133–140. doi: 10.1080/02701367.2016.1164009.
- Corbin, J., & Strauss, A. (2008). Basics of qualitative research (3rd ed.): Techniques and procedures for developing grounded theory. SAGE Publications.
- Cruickshank, V., Hyndman, B., Patterson, K., & Kebble, P. (2021). Encounters in a marginalised subject: The experiential challenges faced by Tasmanian Health and Physical Education teachers. Australian Journal of Education, 65(1), 24–40. doi: 10.1177/0004944120934964.
- Dauenhauer, B., Keating, X., Stoepker, P., & Knipe R. (2019). State physical education policy changes from 2001 to 2016. Journal of School Health, 89, 485–493. doi: 10.1111/josh.12757.
- Dudley, D., & Burden, R. (2020). What effect on learning does increasing the proportion of curriculum time allocated to physical education have? A systematic review and meta-analysis. European Physical Education Review, 26(1), 85–100. doi: 10.1177/1356336X19830113.
- Dunne, C. (2011). The place of the literature review in grounded theory research. International Journal of Social Research Methodology, 14(2), 111–124. doi: 10.1080/13645579.2010.494930.
- D’Anna, C., Forte, P., & Gomez, F. (2019). Physical education status in European school’s curriculum, extension of educational offer and planning. Journal of Human Sport and Exercise, 14(Proc4), 805–817. doi: 10.14198/jhse.2019.14.Proc4.43.
- Ensign, J., & Woods, A. M. (2017). Navigating the realities of the induction years: Exploring approaches for supporting beginning physical education teachers. Quest, 69(1), 80–94. doi: 10.1080/00336297.2016.1152983.
- Ferry, M., & Westerlund, R. (2023). Professional networks, collegial support, and school leaders: How physical education teachers manage reality shock, marginalization, and isolation in a decentralized school system. European Physical Education Review, 29(1), 74–90. doi: 10.1177/1356336X221114531.
- Fitzpatrick, K, (2023), Physical education: A reflection on subject status, the critical, and the wellbeing agenda. Sport, Education and Society, 28(8), 873–886. doi: 10.1080/13573322.2022.2077718.
- Flory, S. B. (2015). Early career experiences of physical education teachers in urban schools. Journal of Teaching in Physical Education, 34(4), 661–679. doi: 10.1123/jtpe.2014-0109.
- France, T. J., Moosbrugger, M., & Brockmeyer, G. (2011). Increasing the value of physical education in schools and communities. Journal of Physical Education, Recreation & Dance, 82(7), 48–51. doi: 10.1080/07303084.2011.10598659.
- Gariglio, J. Â. (2021). Beginning physical education teachers’ induction: Discoveries and survival in the profession. Sport, Education and Society, 26(7), 733–745. doi: 10.1080/13573322.2021.1884061.
- Gaudreault, K. L. (2014). “Cool PE” and confronting the negative stereotypes of physical education. Strategies: A Journal for Physical and Sport Educators, 27(3), 32–35. doi: 10.1080/08924562.2014.901049.
- Gaudreault, K.L., Olive, C., Mellor, C., & Hushman, G. (2021). Advocating for physical education through visibility and relationship building. Journal of Physical Education, Recreation & Dance, 92(5), 14–17. doi: 10.1080/07303084.2021.1896399.
- Gaudreault, K. L., Richards, K. A. R., & Woods, A. M. (2017). Initial validation of the physical education marginalization and isolation survey (PE-MAIS). Measurement in Physical Education and Exercise Science, 21(2), 69–82. doi: 10.1080/1091367X.2016.1257994.
- Gaudreault, K. L., Richards, K. A. R., & Woods, A. M. (2018). Understanding the perceived mattering of physical education teachers. Sport, Education and Society, 23(6), 578–590. doi: 10.1080/13573322.2016.1271317.
- Gonçalves, L., Parker, M., Luguetti, C., & Carbinatto, M. (2022). ‘We united to defend ourselves and face our struggles’: nurturing a physical education teachers’ community of practice in a precarious context. Physical Education and Sport Pedagogy, 27(4), 339–352. doi: 10.1080/17408989.2021.1891212.
- Gross, M. K., & Buchanan, A. M. (2014). Perspectives of physical education specialists who teach in large class settings. Journal of Physical Education and Sports Management, 1(2), 67–90. doi: 10.15640/jpesm.v1n2a5.
- Gusenbauer, M., & Haddaway, N. R. (2020). Which academic search systems are suitable for systematic reviews or meta-analyses? Evaluating retrieval qualities of Google Scholar, PubMed, and 26 other resources. Research Synthesis Methods, 11(2), 181–217. doi: 10.1002/jrsm.1378.
- Hagenah, S., Wenner, J. A., Tucker, K., Johnson, T., Calvert, H., & Turner, L. (2022). “Does anyone even care that I’m down here?”: Creating shared values in a district-wide physical education professional learning community. Journal of Teaching in Physical Education, 41(1), 50–59. doi: 10.1123/jtpe.2020-0047.
- Hardman, K., Routen, A., & Tones, S. (2014). UNESCO-NWCPEA: World-wide survey of school Physical Education; Final Report. UNESCO Publishing. https://unesdoc.unesco.org/ark:/48223/pf0000229335.
- Hendry, L. B. (1975). Survival in a marginal role: The professional identity of the physical education teacher. The British Journal of Sociology, 26(4), 465–476.
- Henninger, M. L., & Carlson, K. B. (2011). Strategies to increase the value of physical educators in K-12 schools. Journal of Physical Education, Recreation & Dance, 82(6), 17–20. doi: 10.1080/07303084.2011.10598639.
- Houlihan, B., & Green, M. (2006). The changing status of school sport and physical education: explaining policy change. Sport, Education and Society, 11(1), 73–92. doi: 10.1080/13573320500453495.
- Johns, D. P., & Dimmock, C. (1999). The marginalization of physical education: impoverished curriculum policy and practice in Hong Kong. Journal of Education Policy, 14(4), 363–384. doi: 10.1080/026809399286242.
- Kirk, D. (1988). Physical education and curriculum study. A critical introduction. Routledge.
- Kirk, D. (1992). Defining physical education: The social construction of a school subject in postwar Britain. Routledge Falmer.
- Kirk, D. (2010). Physical education futures. Routledge.
- Kirk, D. (2020). Precarity, critical pedagogy and physical education. Routledge.
- Kougioumtzis, K., Patriksson, G., & Stråhlman, O. (2011). Physical education teachers’ professionalization: A review of occupational power and professional control. European Physical Education Review, 17(1), 111–129. doi: 10.1177/1356336X11402266.
- Lamb, P. (2014). Ritual associated with participation in physical education: The power of excuse notes. European Physical Education Review, 20(1), 120–139. doi: 10.1177/1356336X13496005.
- Lambert, K., & Penney, D. (2023). ‘It was just as political as it was pragmatic’: the (in)formal roles and policy work of ‘curriculum leaders’ in a federated education context. Research Papers in Education, 38(4), 636–660. doi: 10.1080/02671522.2022.2065519.
- Laureano, J., Konukman, F., Gümüşdağ, H., Erdoğan Ş., Yu J.-H., & Çekin R. (2014). Effects of marginalization on school physical education programs: A literature review. Physical Culture and Sport. Studies and Research, 64(1), 29–40. doi: 10.2478/pcssr-2014-0029.
- Lawson, H. A., Jones, E., Beddoes, Z., Estes, S., Morris, S. A., Mitchell, M. F., van der Mars, H., & Ward, P. (2021). Chapter 8: Collective action for learning, improvement, and redesign. Journal of Teaching in Physical Education, 40(3), 412–422. doi: 10.1123/jtpe.2020-0246.
- Lux, K., & McCullick, B. A. (2011). How one exceptional teacher navigated her working environments as the teacher of a marginal subject. Journal of Teaching Physical Education, 30(4), 358–374. doi: 10.1123/jtpe.30.4.358.
- MacPhail, A., Halbert, J., McEvilly, N., Hutchinson, C., & MacDonncha, C. (2005). The constraints on school provision of post-primary physical education in Ireland: Principals’ and teachers’ views and experiences. Irish Educational Studies, 24(1), 77–91. doi: 10.1080/03323310500184541.
- Maguire, M., Gewirtz, S., Towers, E., & Neumann, E. (2019). Policy, contextual matters and unintended outcomes: the English Baccalaureate (Ebacc) and its impact on physical education in English secondary schools. Sport, Education and Society, 24(6), 558–569. doi: 10.1080/13573322.2019.1611555.
- Mäkelä, K., Hirvensalo, M., & Whipp, P. R. (2014). Should I stay or should I go? Physical education teachers’ career intentions. Research Quarterly for Exercise and Sport, 85(2), 234–244. doi: 10.1080/02701367.2014.893052.
- Marshall, J., & Hardman, K. (2000). The state and status of physical education in schools in international context. European Physical Education Review, 6(3), 203–229. doi: 10.1177/1356336X000063001.
- McCullick, B., Belcher, D., Hardin, B., Hardin, M. (2003). Butches, bullies and buffoons: Images of physical education teachers in the movies. Sport, Education and Society, 8(1), 3–16. doi: 10.1080/1357332032000050033.
- McLoughlin, G. M., Graber, K. C., Woods, A. M., Templin, T., Metzler, M., & Khan, N. A. (2020). The status of physical education within a nationally recognized school health and wellness program. Journal of Teaching in Physical Education, 39(2), 274–283. doi: 10.1123/jtpe.2019-0052.
- Michael, S. L., Brener, N., Lee, S. M., Clennin, M., & Pate, R. R. (2019). Physical education policies in US schools: Differences by school characteristics. The Journal of School Health, 89(6), 494–502. doi: 10.1111/josh.12762.
- Mintrom, M. (2019). Policy entrepreneurs and dynamic change. Cambridge University Press.
- Nemiña, R., Sanmiguel-Rodríguez, A., & Rodríguez, J. (2022). Professional satisfaction of physical education teachers. Sport Education and Society, 27(1), 85–98. doi: 10.1080/13573322.2020.1816540.
- Noble, H., & Mitchell, G. (2016). What is grounded theory?. Evidence-Based Nursing, 19(2), 34–35. doi: 10.1136/eb-2016-102306.
- Onofre, M., Marques, A., Moreira, A.R, Holzweg, M., Repone R.-M., & Scheue, C. (2012). Physical education and sport in Europe: From individual reality to collective desirability (part 2). International Journal of Physical Education, 49(3), 17–31.
- O’Halloran, C., & Moynihan, C. (2020). Do personal accomplishment, resilience, and perceived mattering inhibit physical educators’ perceptions of marginalization and isolation?. Journal of Physical Education, Recreation & Dance, 91(1), 51–52. doi: 10.1080/07303084.2020.1683391.
- Pels, F., Hartmann, U., Schäfer-Pels, A., & von Haaren-Mack, B. (2022). Potential stressors in (prospective) physical education teachers: a comparison of different career stages. German Journal of Exercise and Sport Research, 52, 596–611. doi: 10.1007/s12662-022-00804-3.
- Podstawski, R., Żurawik, M., Borysławski, K., Bukova, A., Masanovic, B., Alföldi, Z., & Żurek, P. (2021). State and status of physical education in tertiary institutions in selected European countries in the second decade of the 21st century. Acta Gymnica, 51, e2021.013. doi: 10.5507/ag.2021.013.
- Prior, L. F., & Curtner-Smith, M. D. (2020). Waivers, exemptions, and substitutions in physical education. Physical Educator, 77(3), 615–633. doi: 10.18666/TPE-2020-V77-I3-10094.
- Puehse, U., & Gerber, M. (2005). International comparison of physical education. Concepts, problems, prospects. Meyer & Meyer Sport.
- Richards, K. A. R., Gaudreault, K. L., Starck, J. R., & Woods, A. M. (2018b). Physical education teachers’ perceptions of perceived mattering and marginalization. Physical Education and Sport Pedagogy, 23(4), 445–459. doi: 10.1080/17408989.2018.1455820.
- Richards, K. A. R., Gaudreault, K. L., & Woods, A. M. (2017). Understanding physical educators’ perceptions of mattering: Validation of the Perceived Mattering Questionnaire – Physical Education. European Physical Education Review, 23(1), 73–90. doi: 10.1177/1356336X16637320.
- Richards, K. A. R., Gaudreault, K. L., & Woods, A. M. (2018a). Personal accomplishment, resilience, and perceived mattering as inhibitors of physical educators’ perceptions of marginalization and isolation. Journal of Teaching in Physical Education, 37(1), 78–90. doi: 10.1123/jtpe.2016-0228.
- Richards, K. A. R., Hemphill, M. A., Shiver, V. N., Gaudreault, K. L., & Ramsey, V. (2023). Teaching physical education in an urban intensive environment. Urban Education, 58(8), 1745–1771. doi: 10.1177/0042085920923019.
- Richards, K. A. R, Killian, C. M., Kinder, C. J., Badshah, K., & Cushing, C. (2020). Chapter 4: Twitter as a professional development platform among U.S. Physical education teachers. Journal of Teaching in Physical Education, 39(4), 454–463. https://doi-org.proxy.lib.strath.ac.uk/10.1123/jtpe.2020-0001.
- Richardson, K. P. (2011). Physical education teacher education: Creating a foundation to increase the status of physical education in schools. Journal of Physical Education, Recreation & Dance, 82(7), 45–56. doi: 10.1080/07303084.2011.10598658.
- Sakallı, D., & Şenel, E. (2024). The role of marginalisation and role stressors in physical education teachers’ perceived mattering. European Physical Education Review, 31(1), 3–17. doi: 10.1177/1356336X241245044.
- Scanlon, D., Calderón, A., & MacPhail, A. (2021). Teacher agency in enacting physical education in a period of curriculum change and reform in Ireland. Curriculum Journal, 32(1), 48–66. doi: 10.1002/curj.80.
- Setiawan, C. (2023). Representing physical education in social media: A summative content analysis of a school subject through big data analytics. European Journal of Educational Research, 12(2), 891–900. doi: 10.12973/eu-jer.12.2.891.
- Sheehy, D. A. (2011). Addressing parents’ perceptions in the marginalization of physical education. Journal of Physical Education, Recreation & Dance, 82(7), 42–56. doi: 10.1080/07303084.2011.10598657.
- Shoval, E., Erlich, I., & Fejgin, N. (2010). Mapping and interpreting novice physical education teachers’ self-perceptions of strengths and difficulties. Physical Education and Sport Pedagogy, 15(1), 85–101. doi: 10.1080/17408980902731350.
- Simonton, K. L., Gaudreault, K. L., & Olive, C. (2022a). Examining marginality, isolation, and emotions and their relationship with physical educator intrapersonal job beliefs. Journal of Teaching in Physical Education, 41(3), 364–373. doi: 10.1123/jtpe.2021-0024.
- Simonton, K. L., Mercier, K., Richards, K. A. R., & Gaudreault, K. L. (2023). The association of perceived mattering and emotions with physical educator teacher resilience. European Physical Education Review, 29(4), 582–600. doi: 10.1177/1356336X231166545.
- Simonton, K. L., Shiver, V. N., & Simonton, A. (2022b). How teachers feel: exploring secondary physical educators’ emotions, control beliefs, and coping mechanisms on the job. Sport, Education and Society, 29(3), 371–384. doi: 10.1080/13573322.2022.2146667.
- Solmon, M. A., & Garn, A. C. (2014). Effective teaching in physical education: Using transportation metaphors to assess our status and drive our future. Research Quarterly for Exercise and Sport, 85(1), 20–26. doi: 10.1080/02701367.2013.872530.
- Sparkes, A. C., Templin, T. J., & Schempp, P. G. (1993). Exploring dimensions of marginality: Reflecting on the life histories of physical education teachers. Journal of Teaching in Physical Education, 12(4), 386–398. doi: 10.1123/jtpe.12.4.386.
- Spicer, C., & Robinson, D. B. (2021). Alone in the gym: A review of literature related to physical education teachers and isolation. Kinesiology Review, 10(1), 66–77. doi: 10.1123/kr.2020-0024.
- Storm, L. K., & Svendsen, A. M. (2023). Conceptualizing cultural leadership in physical education and youth sport: outlining a pedagogical concept. Sport, Education and Society, 28(7), 797–810. doi: 10.1080/13573322.2022.2065670.
- Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Sage.
- Thorburn, M., & Gray, S. (2009). Physical education: Picking up the baton. Policy and practice in education. Dunedin Academic Press.
- Tinning, R. (1990). Physical education, curriculum and culture: Critical issues in the contemporary crisis (D. Kirk, Ed.). Routledge.
- Ulas, M., & Senel, E. (2020). The relationship between commitment to teaching, teacher efficacy, marginalisation and isolation: A study on physical education teachers. Cypriot Journal of Educational Sciences, 15(6), 1439–1453. doi: 10.18844/cjes.v15i6.5217.
- Vainienė, E., Rastauskienė, G. J., Šukys, S., & Lileikienė, A. (2014). Physical education study field – in search of disciplinary identity. Acta Kinesiologiae Universitatis Tartuensis, 20, 70–89. doi: 10.12697/akut.2014.20.07.
- van der Mars, H. (2018). Policy development in physical education … the last best chance?. Quest, 70(2), 169–190. doi: 10.1080/00336297.2018.1439391.
- van der Mars, H., Lawson, H. A., Mitchell, M., & Ward, P. (2021). Chapter 2: Reversing policy neglect in U.S. Physical education: A policy-focused primer. Journal of Teaching in Physical Education, 40(3), 353–362. https://doi-org.proxy.lib.strath.ac.uk/10.1123/jtpe.2020-0240.
- Vlieghe, J. (2018). The body in education. In International handbook of philosophy of education (pp. 1013–1026) (ed. Paul Smeyers). Springer.
- von Haaren-Mack, B., Schaefer, A., Pels, F., & Kleinert, J. (2020). Stress in physical education teachers: A systematic review of sources, consequences, and moderators of stress. Research Quarterly for Exercise and Sport, 91(2), 279–297. doi: 10.1080/02701367.2019.1662878.
- Walton-Fisette, J. L., Walton-Fisette, T. A., & Chase, L. F. (2017). Captured on film: A critical examination of representations of physical education at the movies. Physical Education and Sport Pedagogy, 22(5), 536–547. doi: 10.1080/17408989.2017.1294670.
- Ward, P., van der Mars, H., Mitchell, M. F., & Lawson, H. A. (2021). Chapter 3: PK–12 school physical education: Conditions, lessons learned, and future directions. Journal of Teaching in Physical Education, 40(3), 363–371. https://doi-org.proxy.lib.strath.ac.uk/10.1123/jtpe.2020-0241.
- Westerlund, R., & Eliasson, I. (2022). ‘I am finding my path’: A case study of Swedish novice physical education teachers’ experiences when managing the realities and challenges of their first years in the profession. European Physical Education Review, 28(2), 303–321. doi: 10.1177/1356336X211040502.
- Whipp, P. R., Tan, G., & Yeo, P. T. (2007). Experienced physical education teachers reaching their “use-by date”: Powerless and disrespected. Research Quarterly for Exercise and Sport, 78(5), 487–499. doi: 10.1080/02701367.2007.10599448.
- Wolfswinkel J. F., Furtmueller E., & Wilderom C. P. M. (2013). Using grounded theory as a method for rigorously reviewing literature. European Journal of Information Systems, 22(1), 45–55. doi: 10.1057/ejis.2011.51.
- Woods, A. M., & Lynn, S. K. (2014). One physical educator’s career cycle: Strong start, great run, approaching finish. Research Quarterly for Exercise and Sport, 85(1), 68–80. doi: 10.1080/02701367.2013.872218.