Abstract
This study was to investigate physical education teacher education (PETE) faculty’s perspectives on the standards-based reform (SBR) for K-12 physical education (PE) in the United States. In total, twenty-four individuals from four different kind of universities participated in standardized-open-ended interviews that were inductively and deductively analyzed. The themes that emerged indicated the majority of participants had a strong conviction to the current practice of the SBR due, in part, to the broad nature of the standards that allow for local flexibility and adaptability. However, they also believe that the current standards are not adequate to guide PE programs and individual teachers due to their ambiguous nature and an absence of mandates in implementation. The research suggests that PE must offer explicit, detailed standards and grade-level outcomes with more coherent national guidelines in order to promote quality standards-based learning contexts.
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