Physical education policy research in the United States: setting a new orientation

Dillon Landi, Jennifer L. Walton-Fisette, Sue Sutherland

Research output: Contribution to journalArticlepeer-review

3 Citations (Scopus)

Abstract

In this critical reflection, we consider physical education policy research in the United States (U.S.) using a sociocritical lens. Our aim is to extend the discussion and critiques of physical education policy research by exploring how it is conducted in the U.S. Instead of asking 'What is physical education policy research?', we are more concerned with the complex, imbalanced, and unpredictable affects of physical education policy research in the U.S. Thus, we ask questions like, 'How is physical education policy research working in different contexts?', 'What counts as policy research?' and 'Who is doing policy research?' We examine how physical education policy research is being taken up across the U.S. and the orientation–or direction–those studies take. As such, we conclude by considering what directions, people, and elements are not included in the current orientation.

Original languageEnglish
Pages (from-to)45-62
Number of pages18
JournalQuest
Volume73
Issue number1
DOIs
Publication statusPublished - 31 Jan 2021

Keywords

  • critical theory
  • curriculum
  • physical activity
  • physical education
  • policy
  • social justice

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