First Advisor

Dauenhauer, Brian

First Committee Member

McMullen, Jaimie

Second Committee Member

Krause, Jennifer

Third Committee Member

van der Mars, Hans

Degree Name

Doctor of Philosophy

Document Type

Dissertation

Date Created

8-2024

Department

College of Natural and Health Sciences, Kinesiology Nutrition and Dietetics, KiND Student Work

Abstract

Quality physical education, pivotal for the development of physical, social, and emotional skills for an active and healthy lifestyle (Society of Health and Physical Educators [SHAPE] America, 2014; United Nations Educational, Scientific, and Cultural Organization [UNESCO], 2021), has been globally marginalized, necessitating a heightened focus on policy advocacy engagement (Hardman, 2013; van der Mars, 2021). Policies touch nearly all aspects of physical education (UNESCO, 2014), and a significant barrier is the ‘policy illiteracy’ that contributes to the field’s neglect (van der Mars et al., 2021). Many educators receive little to no policy education, often not identifying as policy actors (Lorusso et al., 2020). However, innovative approaches such as case stories are emerging in undergraduate programs to address policy education (Lorusso et al., 2023; Scanlon et al., 2022). While most literature is derived from outside the United States (Lambert & Penney, 2020; Penney, 2016), this area has garnered increased attention (van der Mars, 2018), yet empirical research remains scarce (Marttinen & Beighle, 2024). This study aimed to explore physical education stakeholders’ policy work in the United States through the Narrative Policy Framework (Crow & Jones, 2018; Jones et al., 2022; Shanahan et al., 2015). Using a mixed-methodology approach, this study combines case study and narrative inquiry (Richmond, 2002) to explore the policy work of physical education stakeholders at micro-, meso-, and macro-levels. Semi-structured interviews were conducted (N = 15), and additional qualitative data (e.g., policy documents and other artifacts) were collected (N = 32) to gain a comprehensive understanding of each case. Data collection began in December 2023 and continued through March 2024. Data were analyzed using both inductive narrative analysis (Riessman, 2010) and thematic analysis (Braun & Clarke, 2006), with triangulation across sources, participants, and cases (Patton, 1999). Findings suggest how strategic advocacy efforts can be effective in physical education work across micro-, meso-, and macro-levels. At the micro-level, themes of advocacy champions within and beyond school walls, redefining the role of physical educators, and navigating policy challenges shed light on the important role of individual efforts and school-community support in overcoming barriers. The meso-level analysis emphasized a “students first” advocacy focus, the rationalization for more resources, navigation of policy processes amidst battles of marginalization, and advocacy principles. At the macro-level, strategic coalition-building, a clear advocacy “ask” for improved access to quality physical education, and effective use of stories, data, and tailored messaging emphasize the importance of diverse, strategic coalitions and nuanced advocacy strategies in influencing state policy. This dissertation exposed the complexities of physical education policy advocacy at school, district, and state levels, highlighting the need for resilience, innovation, and the use of narratives as a powerful advocacy tool. Emphasizing the role of educators as policy actors and the effectiveness of storytelling supported by evidence, this study presented a compelling case for the integration of policy education within physical education teacher education (PETE) programs and/or professional development settings, as well as enhancing stakeholder engagement in policy endeavors to improve access and implementation of quality physical education in the United States. Thus, this work serves as a call to the field to embrace their roles as policy actors and prioritize capacity-building for impactful policy advocacy for physical education.

Abstract Format

html

Extent

175 pages

Local Identifiers

Paulson_unco_0161D_11256.pdf

Rights Statement

Copyright is held by the author.

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