Professional development (PD) is a crucial element for educators across all disciplines, but it holds particular significance for physical education (PE) teachers. PE is a dynamic field, constantly evolving to incorporate new pedagogies, research, and trends. Teachers must stay informed to enhance student engagement and improve outcomes. However, the accessibility and quality of PD opportunities vary widely across different educational systems and regions. In this post, we will explore why PD is vital for PE teachers, current trends in PD research, and global opportunities for professional growth.
Why Professional Development Matters
Effective PD provides PE teachers with the tools and knowledge to:
Enhance their pedagogical skills and deepen content expertise.
Stay informed about best practices and innovative teaching methods.
Build and maintain a collaborative network of educators.
Address the diverse needs of students and adapt to changing curricula.
As Parker and Patton (2017) argue, PD should empower teachers to set their own professional goals and cultivate a sense of ownership over their growth. When teachers actively engage in meaningful PD, not only do they enhance their own practice, but they also improve the overall learning experience for their students.
Trends in Professional Development for PE Teachers
A conceptual framework developed by O’Sullivan and Deglau (2006) remains foundational in understanding effective PD for PE teachers. Their work highlights seven principles that emphasize teacher involvement, sustained engagement, and reflection. Effective PD, according to O’Sullivan and Deglau, must be rooted in the realities of teachers’ daily practice. Building on these principles, Parker and Patton (2017) argue for PD initiatives that prioritize how teachers learn best and are aligned with their unique teaching contexts.
Several key trends shape effective PD for PE teachers today:
Teacher-Centered, Needs-Based Approaches
As outlined by O’Sullivan and Deglau, PD is most impactful when it is tailored to the specific interests and needs of teachers. This personalization ensures that learning experiences are relevant and connected to teachers’ contexts. Patton et al. (2013) further emphasize that teacher-driven PD fosters personalized growth, leading to more meaningful and lasting improvements in classroom practice.
Collaborative Learning
Aligned with the principles of reflective practice and community-based learning, collaboration has become a central trend in PD. Building networks and facilitating co-learning opportunities, such as peer observation and feedback, strengthens the collective expertise of PE educators. This collaboration not only enhances individual teacher growth but also fosters a shared professional community (Avalos, 2011). Furthermore, collaboration across schools and educational levels has become more prominent, with teachers sharing resources, experiences, and strategies to build a unified approach to PE education (Andre et al., 2021).
Active Participation and Engagement
Effective PD reframes teachers as active participants in their learning journey. According to O’Sullivan and Deglau (2006), teachers should be involved in the design and implementation of new practices, making the learning process more relevant and ensuring its practical application. This active engagement supports Parker and Patton’s (2017) advocacy for teachers to have greater agency in their professional learning. One example of this is the growing use of action research in PE, where teachers actively test and refine strategies within their classrooms, contributing to both personal and collective professional growth (Tannehill et al., 2021).
Sustained and Supported Initiatives
One-off workshops often fail to provide the depth needed for lasting change. Instead, long-term PD initiatives, supported by adequate time, resources, and follow-up opportunities, are much more effective. Tannehill et al. (2021) argue that sustained PD allows teachers to refine, revisit, and internalize their learning, leading to deeper, more meaningful outcomes. Unfortunately, the most common form of professional development for PE teachers tends to be traditional in nature, with limited opportunities for ongoing, sustained learning that includes follow-up support (Tannehill et al., 2021).
Blended and Flexible Delivery Models
The rise of technology has transformed PD delivery models, offering both online and face-to-face learning opportunities. While online PD can increase accessibility, Andre et al. (2021) caution that it may lack the immediate context and interaction that face-to-face sessions offer. Blended learning models, combining the flexibility of online platforms with the depth of in-person engagement, have emerged as an especially promising approach. Furthermore, the ability to access global perspectives through online platforms has enhanced the breadth of PD opportunities, allowing teachers to connect with educators and experts worldwide (Tannehill et al., 2021).
The "Washout" Effect in PD
One common issue in PD is the “washout” effect, where the excitement and knowledge gained from workshops or training fade over time without continuous support. This is particularly problematic for PE teachers, who often feel isolated and under-resourced (Sears, Edgington, & Hynes, 2014). When PD lacks ongoing opportunities for reflection, peer feedback, and practical application, new strategies are less likely to stick. This reinforces the need for long-term, sustained PD initiatives that allow teachers to revisit and refine concepts, ensuring that they continue to evolve in their practice (Tannehill et al., 2021). Effective PD should support teachers consistently to prevent washout and maintain the quality of PE instruction.
The Marginalization of Physical Education
Professional development (PD) in physical education faces challenges beyond teacher isolation and washout. Although the importance of PD for teacher growth is widely acknowledged, PD opportunities in health and physical education (HPE) often fall short, lacking the necessary depth and not aligning with established principles of how teachers learn (Patton & Parker, 2014). Schwager (2014) points out the difficulties in developing and sustaining effective PE programs, citing obstacles such as low student and parent engagement, the undervaluation of PE content, and a lack of support from school administration.
PE's marginalization is especially evident as educational systems especially in those where the focus is on core academic subjects like literacy and numeracy (Penney, 2008). Consequently, PE teachers face additional challenges in maintaining high-quality programs and securing the PD needed to enhance their teaching practices.
Global Perspectives on PD
PD structures and availability vary significantly around the world. From my experience working in public, independent, and international schools, teachers often (but not always) have individual PD budgets and considerable autonomy to choose activities that align with their professional interests. International and independent schools, specifically, tend to also offer in-house PD tailored to the institution's goals, often at little or no cost to staff.
Global Conferences for PE Teachers
For PE teachers seeking inspiration and opportunities for collaboration, global conferences offer invaluable opportunities to network, learn from experts, and explore new ideas. Notable events include:
PHE Canada National Conference (May): Focused on physical and health education in Canada. In May 2025, it is held in Niagara Falls, Ontario.
SHAPE America National Convention & Expo (April): A 5-day event for PE teachers in the United States. In April 2025, it will be in Baltimore, Maryland.
EARCOS Teachers’ Conference: Rotates topics, including PE, every third year. In March 2025, it will be in Kuala Lumpur, Malaysia (and includes PE as one of its topic).
ECIS Physical Education Conference: Often held in Europe, bringing together educators globally. This coming year (February) it is in Doha, Qatar.
PHASE Asia Pacific Conference (November and Spring): A hub for PE educators and Athletic Directors in the Asia-Pacific region (and beyond). This past November it was held in Bangkok, Thailand, but most often it is held in Hong Kong. This spring, they will hold their first conference in mainland China.
ACHPER National Conference (Australia): Offers professional learning specific to Australian educators.
Attending these conferences offers fresh insights and practical strategies to elevate PE teaching and learning. The lasting connections and friendships I've built through some of these events have been invaluable both professionally and personally.
PE Podcasts: A Global PD Resource
In recent years, the rise of podcasts has provided PE educators with a valuable resource for professional growth. Podcasts allow for continuous learning, offering insights from global experts and practical tips for incorporating new strategies in PE lessons. Some standout podcasts that contribute significantly to PD for PE teachers include:
PE Insights by Nathan Walker - This podcast covers a variety of topics, from the latest trends in PE to practical advice for teachers on how to best engage students in physical education.
The Meaningful Podcast Experience by Dr. Doug Gleddie and Ty Riddick - Explores the principles and practices of Meaningful PE through engaging conversations, aiming to share diverse perspectives, deepen understanding, and make the framework accessible and adaptable for all.
Playing with Research in Health and Physical Education - This podcast delves into research, theory, and current topics in health and physical education, presenting them in an engaging and accessible way. With a mission to bring academic insights to educators and university students worldwide, it features a diverse range of guests, including leading researchers in the field.
Reflecting on Your PD Experiences
To maximize the benefits of PD, it’s essential to engage in reflection:
What were the most valuable takeaways from recent PD sessions?
Did the PD meet your specific needs and interests?
Were you actively involved in the learning process?
How will you apply new strategies or knowledge in your practice?
As educators, we are lifelong learners. Participating in PD that aligns with our goals and challenges us to grow ensures that we continue to provide meaningful and effective learning experiences for our students.
Conclusion
Professional development is not just a requirement—it’s an opportunity for growth. By engaging in high-quality, reflective, and collaborative PD, PE teachers can improve their practice and contribute to a global community of educators. Whether through conferences, action research, or peer collaboration, the journey of professional growth is one that benefits both teachers and their students.
This blog is Part 1 of a two-part series on PD in PE. In Part 2, I will dive deeper into the importance of recognizing the expertise of teachers at conferences, advocating for fair compensation, and ensuring diverse voices are represented in professional development spaces. I'll also look at how these practices can lead to more meaningful and impactful learning opportunities for PE teachers worldwide. Stay tuned and thanks for reading!
References
Andre, M., Tannehill, D., & MacPhail, A. (2021). Exploring effective professional development for physical education teachers: A global perspective. International Journal of Physical Education and Sport.
Avalos, B. (2011). Teacher professional development in teaching and teacher education over ten years. Teaching and Teacher Education, 27(1), 10-20.
Henninger, M. L., & Carlson, T. (2011). Teacher washout in physical education. Journal of Physical Education, Recreation, and Dance, 82(2), 17-19.
O'Sullivan, M., & Deglau, D. (2006). Conceptualizing teacher professional development in physical education. Research Quarterly for Exercise and Sport, 77(1), 22-34.
Parker, M., & Patton, P. (2014). The importance of professional development in physical education. Journal of Physical Education, 58(4), 72-83.
Patton, P., Parker, M., & Pratt, C. (2013). Teacher collaboration and growth in physical education. Journal of Teaching in Physical Education, 32(3), 225-243.
Penney, D. (2008). Curriculum reform and the devaluation of physical education. Sport, Education and Society, 13(4), 307-320.
Sears, P., Edgington, L., & Hynes, M. (2014). The impact of professional development in physical education. Physical Education Review, 37(2), 56-64.
Schwager, K. (2014). Barriers to developing successful PE programs. Journal of School Health and Wellness, 8(4), 130-145.
Tannehill, D., MacPhail, A., & Prusak, K. (2021). Investigating professional development in physical education: A global review. Journal of Physical Education, Recreation & Dance, 92(1), 45-50.
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