While sharing some characteristics with their general physical education colleagues, adapted physical educators also face unique challenges related to their role. For example, both general and adapted physical education teachers encounter stress stemming from the marginalized nature of their discipline but may navigate such experiences…

Although much is known about teachers' workplace experiences, lives, and careers through socialization research, few efforts have been made to apply this body of knowledge to develop conceptual frameworks to guide research and practice. Grounded in role socialization theory, the purpose of this paper is to propose the Developing Resilience and…

Background: In many countries around the world, physical education (PE) has been identified as a marginalized subject. PE teachers have been found to feel negative consequences associated with marginality, such as stress, burnout, and early career attrition. Recent evidence also indicates that physical educators can develop a sense of perceived…

Although advocacy can also take place at the state and national levels, the foundation of advocacy is high-quality teaching and local initiatives. The purpose of this article is to review four steps that can be taken by PE teachers who are interested in engaging in local advocacy efforts.

It is critical that preservice teachers (PSTs) in PE learn strategies to help them advocate for the importance of their subject in and around school settings. This article describes curricular and extracurricular activities that teacher educators can draw upon in preparing PSTs to advocate for their subject.

In an economic and political climate marked by the continued reduction of physical education programs, the authors believe that advocacy is now a professional responsibility that all physical educators have a duty to perform. Despite support from the Centers for Disease Control and Prevention (2010), the National Association for Sport and Physical…