Systemic Success in Physical Education: A PLC Before Its Time

Abstract

Drawing from a variety of conceptual and theoretical frameworks, this article provides a summary of decades of research into a university–district partnership that in multiple ways could be considered a systemic success. It describes the practices and processes of how two sectors of the broader physical education system (i.e., in-school physical education and teacher education) have complemented each other in the pursuit of the ongoing workforce development of physical education professionals. Physical education professionals belonging to the participating school district and teacher preparation program have sustained a working partnership based on sound professional learning community (PLC) principles (e.g., ongoing professional development, collaborative teaming, common vision, mission, and language, strong support from the central office) long before PLCs became fixtures in districts and schools. Indeed, this partnership could, in many respects, be described as a PLC before its time. This article highlights the partnership’s early days and several features that have supported its success and longevity. It also offers supporting evidence from the perspectives of the students, parents, and teachers who have been associated with this partnership.

Disclosure Statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Keven A. Prusak

Keven A. Prusak ([email protected]) is an associate professor,

Zack Beddoes

Zack Beddoes is an assistant professor,

Todd R. Pennington

Todd R. Pennington is an associate professor, and

David Barney

David Barney is an associate professor in the McKay School of Education at Brigham Young University in Provo, UT.