Principals’ Perspectives on Quality Physical Education in Australian Primary Schools

Purpose: This study examined principals’ perceptions of quality physical education (PE). Principals’ perceptions are important due to their positions in schools and their influence over teacher improvement and student learning. Insights into principal’s perceptions are needed as, in Australia, PE is often marginalized, and afforded less time, and resourcing than “academic” subjects. Methods: Interview data from 14 primary school principals across Kaurna Yerta (Adelaide, South Australia) were thematically analyzed to identify attributes ascribed to quality PE. Results: Principals reported teacher attributes as personal and interpersonal abilities, and pedagogical and content knowledge. School-based attributes relating to resources, specifically facilities and equipment, were also reported. Data pertaining to pedagogy revealed that principals were unfamiliar with the PE curriculum structure, content, and student achievement standards, nor did they recognize unique pedagogical requirements for PE. Conclusion: Responses indicated principals do not necessarily understand or comprehend unique PE-specific pedagogies that enhance PE, nor have deep familiarity with PE.