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Atlantic Canadian Physical Educators on the State and Future of Physical Education","","Article summarizes findings from a completed study examining the current condition and possible future of physical education across Canada’s four Atlantic provinces. Large-scale survey data and eight follow-up focus group interviews address the field’s state, potential reforms, and two NASPE PE2020 framework components: PETE and curriculum. 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Atlantic Canadian Physical Educators on the State and Future of Physical  \nEducation  \nDaniel B. Robinson  \nSt. Francis Xavier University  \nLynn Randall  \nUniversity of New Brunswick  \nAbstract  \nThis article summarizes results from a recently completed study that focused upon the current state and possible future of physical education within Canada’s four Atlantic provinces. Data from both large-scale surveys and eight follow-up focus group interviews are shared as they relate to the state and future of physical education, possible reforms in physical education, and two elements of NASPE’s PE2020 framework (physical education teacher education [PETE], curriculum). Results suggest physical educators within Atlantic Canada are largely satisfied with the state of physical education, with few (external) negative observations. Moreover, there is little-to-no perceived need for internal reform within the discipline. Physical educators also provided insightful information related to their beliefs and practices regarding PETE and curriculum. Results might be of particular interest to those similarly engaged in “futures” inquiry within physical  \nCanadian Journal of Education / Revue canadienne de l’éducation 39:1 (2016)©2016 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \neducation. More specifically, this research attends to the call for physical educator-informed reform efforts.  \nKeywords: PETE, curriculum, physical education, reform, teaching  \nRésumé  \nCet article résume les résultats d’une étude récente sur l’état actuel et l’avenir possible del’éducation physique dans les quatre provinces du Canada atlantique. Les données tirées de sondages à grande échelle et de huit entrevues de groupe complémentaires que présente l’article ont trait à la situation actuelle et au futur de l’éducation physique, à de possibles réformes dans le domaine et à deux éléments du cadre PE2020 de la NASPE (curriculum pour la formation à l’enseignement en éducation physique) . Selon les résultats, les professeurs d’éducation physique du Canada atlantique seraient généralement satisfaits de la situation actuelle de l’éducation physique, peu d’observations négatives (externes)étant faites. De plus, ils jugent peu nécessaire, voire aucunement nécessaire, de procéder à une réforme interne au sein de la discipline. Les professeurs d’éducation physique ontaussi fourni des renseignements très utiles sur leurs croyances et leurs pratiques quant à la formation à l’enseignement en éducation physique. Les résultats peuvent être d’un intérêt tout particulier pour les personnes qui mènent des recherches sur les avenues futures de l’éducation physique. Plus précisément, cette étude répond à l’appel à des efforts deréforme qui s’inspirent des professeurs d’éducation physique eux-mêmes.  \nMots-clés : formation à l’enseignement en éducation physique, curriculum, éducation physique, réforme, enseignement  \nCanadian Journal of Education / Revue canadienne de l’éducation 39:1(2016) [www.cje-rce.ca](www.cje-rce.ca)  \nAttending to futuristic predictions is not an exercise confined to the realm of science fiction. Contemplating the future—in this case, the future of physical education—helps ensure the discipline is not forced to make changes based on what other disciplines are doing or have done. It also helps to ensure that changes within physical education are not unnecessarily influenced by trends or fads du jour. More importantly, as Kirk (2010) has suggested, studying the future allows those in the discipline to control their own fate or create their own destiny—at least to a certain degree.  \nFor at least three decades, physical education pedagogues and researchers have been attempting to predict what kind of future lies ahead for physical education. Unfortunately, these predications have, more often than not, been less than idyllic. For example, Tinning and ","cbCaiqvEcJnNKBxt","https://ap.wps.com/l/cbCaiqvEcJnNKBxt","pdf",314173,31,"English","# Abstract\n## Study focus and data sources\n## Findings on current state and future reforms\n## Consideration of PETE and curriculum\n## Context: predicting the future of physical education\n## Historical “crisis” perspectives since the 1980s","[{\"question\":\"What does the study examine about physical education in Atlantic Canada?\",\"answer\":\"The study examines the current state and possible future of physical education in Canada’s four Atlantic provinces, including potential reforms and how PETE and curriculum are addressed in the PE2020 framework.\"},{\"question\":\"What data sources were used in the research?\",\"answer\":\"The research uses data from large-scale surveys and eight follow-up focus group interviews to understand educators’ views and practices.\"},{\"question\":\"What conclusions are drawn about the need for reform?\",\"answer\":\"Results suggest Atlantic Canadian physical educators are largely satisfied and perceive little to no need for internal reform within the discipline.\"}]","Smooth Sailing or Stormy Seas? Atlantic Canadian Physical Educators on the State and Future of Physical Education | PDF",1792081463,78]