Effective teaching in physical education: using transportation metaphors to assess our status and drive our future

In our reflection on Rink's (2013), McKenzie and Lounsbery's (2013), and Ward's (2013) characterizations of effective teaching in physical education (PE), 2 themes emerged that permeate these diverse perspectives: policy and accountability. In our commentary, we focus our initial discussion on the implications that policy and accountability have on effective teaching in PE. A thread running through this discussion is the feasibility of promoting effective teaching in the context of current policy and demands for accountability. We provide an argument that school PE is in peril and draw parallels to previous commentaries of research on teaching. We conclude with comments highlighting steps that have the potential to revitalize school PE as a core element in school curricula. We argue that if school PE is to survive, it is critical that we advocate for policies that promote and support quality daily PE. To do that, we must convince decision makers that PE makes a valuable contribution to the school curriculum using data-based evidence. We must also recruit quality students into PE teacher education programs who are dynamic leaders in schools and communities. Finally, researchers in effective teaching in PE must make meaningful contributions to the broader field and work with interdisciplinary research teams to address issues related to promoting physical activity through education.