Abstract
Early experiences in physical education (PE) either encourage or repress lifelong participation in physical activity (PA). PE programs supportive of lifelong participation are grounded in self-determination theory, achievement goal theory, and National Standards for PE and have PE teachers who overcome barriers by integrating the theories and standards. The purpose of this study was to educate PE teachers on lifetime participation methodologies and to investigate their perception and integration of these practices. The participants included eight PE teachers in Mississippi who were interviewed about their perceptions and levels of integration. Data analysis revealed themes indicating that teachers integrate a moderate level of lifetime participation methodologies in PE. The majority of the participants agreed lifetime participation methodologies were worthy of integration; however, there were a few contradictions in the occasional perceptions that the barriers were too powerful to overcome or coaching duties took priority. Subscribe to TPE
Published Version
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