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Principals' Perspectives on Quality Physical Education in Australian Primary Schools.

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Bibliographic Details
Title:	Principals' Perspectives on Quality Physical Education in Australian Primary Schools.
Authors:	Henderson, Pip¹ (AUTHOR) pip.henderson@flinders.edu.au, Pill, Shane¹ (AUTHOR), Telford, Richard² (AUTHOR), Telford, Rohan² (AUTHOR)
Source:	Journal of Teaching in Physical Education. Apr2026, Vol. 45 Issue 2, p246-254. 9p.
Subject Terms:	School administrators, Physical education, Educational resources, Effective teaching, Primary schools, Educators, *Teaching methods
Geographic Terms:	Australia
Abstract:	Purpose: This study examined principals' perceptions of quality physical education (PE). Principals' perceptions are important due to their positions in schools and their influence over teacher improvement and student learning. Insights into principal's perceptions are needed as, in Australia, PE is often marginalized, and afforded less time, and resourcing than "academic" subjects. Methods: Interview data from 14 primary school principals across Kaurna Yerta (Adelaide, South Australia) were thematically analyzed to identify attributes ascribed to quality PE. Results: Principals reported teacher attributes as personal and interpersonal abilities, and pedagogical and content knowledge. School-based attributes relating to resources, specifically facilities and equipment, were also reported. Data pertaining to pedagogy revealed that principals were unfamiliar with the PE curriculum structure, content, and student achievement standards, nor did they recognize unique pedagogical requirements for PE. Conclusion: Responses indicated principals do not necessarily understand or comprehend unique PE-specific pedagogies that enhance PE, nor have deep familiarity with PE. [ABSTRACT FROM AUTHOR]
	Copyright of Journal of Teaching in Physical Education is the property of Human Kinetics Publishers, Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database:	Education Research Complete

Description
Abstract:	Purpose: This study examined principals' perceptions of quality physical education (PE). Principals' perceptions are important due to their positions in schools and their influence over teacher improvement and student learning. Insights into principal's perceptions are needed as, in Australia, PE is often marginalized, and afforded less time, and resourcing than "academic" subjects. Methods: Interview data from 14 primary school principals across Kaurna Yerta (Adelaide, South Australia) were thematically analyzed to identify attributes ascribed to quality PE. Results: Principals reported teacher attributes as personal and interpersonal abilities, and pedagogical and content knowledge. School-based attributes relating to resources, specifically facilities and equipment, were also reported. Data pertaining to pedagogy revealed that principals were unfamiliar with the PE curriculum structure, content, and student achievement standards, nor did they recognize unique pedagogical requirements for PE. Conclusion: Responses indicated principals do not necessarily understand or comprehend unique PE-specific pedagogies that enhance PE, nor have deep familiarity with PE. [ABSTRACT FROM AUTHOR]
ISSN:	02735024
DOI:	10.1123/jtpe.2023-0016