Exploring Future Research in Physical Education: Espousing a Social Justice Perspective

Area of Science:

• Physical Education Pedagogy
• Social Justice in Education
• Educational Standards

Background:

• Social justice education is largely absent from current U.S. physical education standards for teachers and K-12 students.
• Historically, social justice has been an implicit or 'hidden' aspect of the curriculum.
• The 50 Million Strong by 2029 initiative highlights physical education as a critical social justice issue.

Purpose of the Study:

• To emphasize the necessity of integrating social justice education into physical education.
• To advocate for formal inclusion of social justice within national physical education standards.
• To explore the connections between social justice education and key research areas in physical education.

Main Methods:

• Analysis of current physical education standards and policies at national and state levels.
• Examination of research and pedagogical practices in physical education teacher education and K-12 programs.
• Articulating connections between social justice education and four research areas: occupational socialization, curriculum/instruction/assessment, technology, and professional development.

Main Results:

• Social justice education is not significantly represented in current U.S. physical education standards.
• Formalizing social justice within national standards is proposed as a crucial step for educational reform.
• Connections are established between social justice and critical areas like curriculum, professional development, and technology in physical education.

Conclusions:

• A philosophical shift towards social justice is needed to improve learning for all students in physical education.
• Addressing social justice requires examining historical, political, and social contexts within physical education.
• Reforming physical education teacher education, K-12 programs, and national/state standards is essential for advancing social justice education.