new research topics in physical education

Physical Education Research Paper Topics

In this guide on physical education research paper topics , we explore a wide range of subjects that delve into the field of physical education. Whether you’re a student studying education or a researcher in the field, this comprehensive list of topics is designed to inspire and guide you in your research endeavors. From examining the impact of physical activity on academic performance to analyzing the effectiveness of different teaching methods in physical education, these research paper topics offer a diverse range of areas to explore.

100 Physical Education Research Paper Topics

Exploring the diverse facets of physical education through research papers offers a unique opportunity to delve deeper into the field and contribute to the growing body of knowledge. To assist you in this endeavor, we have compiled a comprehensive list of physical education research paper topics. These topics span various areas of interest, from the impact of physical education on mental health to the integration of technology in physical education curricula. Each category contains 10 stimulating and thought-provoking physical education research paper topics, providing you with a wide range of options to explore and develop your research.

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Physical Education Curriculum and Instruction

• The integration of technology in physical education curricula.
• The impact of standardized testing on physical education programs.
• Strategies for promoting inclusivity and diversity in physical education classes.
• The role of assessment and feedback in enhancing student learning in physical education.
• The effectiveness of different teaching methods in physical education.
• Examining the relationship between physical education and academic performance.
• Addressing gender disparities in physical education participation and achievement.
• Incorporating cultural competency in physical education curricula.
• The influence of teacher-student relationships on student engagement in physical education.
• Exploring the role of outdoor education in physical education programs.

Physical Activity and Health

• Investigating the effects of physical activity on mental health and well-being.
• The relationship between physical activity and obesity rates among children and adolescents.
• Analyzing the impact of physical activity on cardiovascular health.
• Exploring the role of physical activity in reducing the risk of chronic diseases.
• Investigating the psychological benefits of regular physical activity.
• The impact of physical activity interventions on sedentary behavior.
• Examining the relationship between physical activity and cognitive function.
• Analyzing the influence of physical activity on sleep patterns.
• Exploring the role of physical activity in promoting healthy aging.
• Investigating the socio-economic factors influencing physical activity participation.

Sports Psychology and Performance

• Understanding the psychological factors influencing sports performance.
• Examining the role of motivation in sports participation and performance.
• Analyzing the impact of imagery and visualization techniques on athletic performance.
• Investigating the effects of stress and anxiety on sports performance.
• Exploring the psychological benefits of team sports participation.
• The influence of leadership styles on team cohesion and performance.
• Analyzing the role of self-confidence in sports performance.
• Understanding the psychological challenges faced by athletes with disabilities.
• Investigating the relationship between personality traits and sports performance.
• Exploring the effects of psychological interventions on sports performance enhancement.

Exercise Physiology and Biomechanics

• Investigating the physiological adaptations to different types of exercise.
• Analyzing the biomechanics of specific movements in sports and exercise.
• Exploring the effects of different training modalities on muscle strength and endurance.
• The role of nutrition in exercise performance and recovery.
• Investigating the effects of high-intensity interval training on cardiovascular fitness.
• Analyzing the biomechanical factors influencing running gait and performance.
• Exploring the physiological responses to altitude training.
• Investigating the effects of aging on exercise capacity and performance.
• Analyzing the impact of environmental factors on exercise performance.
• Understanding the role of genetics in exercise physiology and performance.

Adapted Physical Education

• Examining the benefits and challenges of inclusive physical education programs.
• The role of assistive technology in facilitating physical education for individuals with disabilities.
• Investigating the effectiveness of adapted physical education interventions.
• Exploring strategies for promoting social inclusion in adapted physical education.
• Analyzing the impact of inclusive physical education on self-esteem and self-efficacy.
• Understanding the experiences and perceptions of individuals with disabilities in physical education.
• Investigating the role of community partnerships in supporting adapted physical education.
• Examining the professional development needs of physical education teachers in inclusive settings.
• Analyzing the influence of policy and legislation on the provision of adapted physical education.
• Exploring the role of peer support in enhancing the participation of individuals with disabilities in physical education.

Physical Education Pedagogy and Teacher Training

• Investigating the impact of professional development programs on physical education teacher effectiveness.
• Exploring the use of technology in enhancing physical education pedagogy.
• Analyzing the role of reflection and self-assessment in physical education teacher development.
• Investigating the factors influencing physical education teacher job satisfaction.
• Understanding the challenges faced by physical education teachers in multicultural classrooms.
• Examining the relationship between teacher-student interaction and student engagement in physical education.
• Exploring effective strategies for managing behavior in physical education classes.
• Analyzing the impact of mentoring and coaching on physical education teacher development.
• Investigating the influence of school climate on physical education teacher motivation and performance.
• Exploring the integration of social-emotional learning in physical education curricula.

Physical Education Policy and Advocacy

• Analyzing the impact of policy on the provision of physical education in schools.
• Investigating the role of advocacy organizations in promoting quality physical education programs.
• Understanding the factors influencing physical education policy adoption and implementation.
• Examining the relationship between physical education policies and student health outcomes.
• Analyzing the impact of budgetary constraints on the quality of physical education programs.
• Investigating the role of community partnerships in supporting physical education initiatives.
• Exploring strategies for promoting physical education policy reform.
• Understanding the influence of parental involvement on physical education policy and practice.
• Analyzing the effects of policy changes on physical education teacher preparation programs.
• Investigating the perceptions and attitudes of stakeholders towards physical education policies.

Assessment and Evaluation in Physical Education

• Analyzing the effectiveness of different assessment methods in physical education.
• Investigating the use of technology in assessing physical education outcomes.
• Exploring the role of self-assessment and peer assessment in physical education.
• Understanding the challenges and opportunities of authentic assessment in physical education.
• Analyzing the impact of assessment practices on student motivation and engagement in physical education.
• Investigating the alignment between physical education curriculum, instruction, and assessment.
• Exploring the role of formative assessment in enhancing student learning in physical education.
• Understanding the influence of standardized testing on physical education assessment practices.
• Investigating the relationship between assessment practices and equity in physical education.
• Analyzing the use of data-driven decision-making in improving physical education programs.

Physical Education and Technology

• Investigating the use of wearable devices in monitoring physical activity and fitness levels.
• Exploring the impact of virtual reality and augmented reality in physical education.
• Analyzing the role of mobile applications in promoting physical activity and health.
• Understanding the benefits and challenges of online physical education courses.
• Investigating the use of gamification in enhancing student engagement in physical education.
• Exploring the influence of exergaming on physical activity participation.
• Analyzing the effectiveness of technology-mediated feedback in physical education.
• Investigating the role of social media in promoting physical activity and healthy lifestyles.
• Understanding the integration of technology in physical education teacher preparation programs.
• Exploring the ethical considerations of using technology in physical education.

Physical Education and Social Justice

• Analyzing the relationship between physical education and social inequality.
• Investigating the experiences and perceptions of marginalized groups in physical education.
• Exploring strategies for promoting social justice in physical education curricula.
• Understanding the role of physical education in fostering cultural competence and inclusion.
• Investigating the impact of gender norms on physical education experiences.
• Analyzing the influence of socioeconomic status on access to quality physical education.
• Exploring the intersectionality of race, gender, and physical education experiences.
• Investigating the role of physical education in promoting social-emotional well-being and resilience.
• Analyzing the impact of inclusive policies and practices on social justice in physical education.
• Understanding the challenges and opportunities of integrating social justice in physical education pedagogy.

The comprehensive list of physical education research paper topics presented here is just the beginning of your research journey. Delve into the categories, choose a topic that resonates with your interests, and embark on a fascinating exploration of the subject matter. Remember to consider the relevance, significance, and feasibility of your chosen topic, and conduct thorough research to develop a well-informed and insightful research paper. Whether you seek to uncover the benefits of physical activity or analyze the effectiveness of different teaching methods, these topics will inspire you to expand your understanding of physical education and contribute to the advancement of knowledge in the field.

Physical Education Research Guide

Welcome to the world of physical education research! This page serves as a valuable resource for students and researchers in the field of education who are eager to explore the realm of physical education through the lens of research papers. Physical education plays a vital role in promoting health, wellness, and overall development among individuals of all ages. It encompasses a wide range of physical education research paper topics, from the impact of physical activity on academic performance to the effectiveness of various teaching approaches in physical education.

The primary objective of this page is to provide you with a comprehensive overview of physical education research paper topics. By delving into these topics, you will gain a deeper understanding of the key issues, theories, and practices within the field. The list of topics is categorized into 10 distinct categories, each offering 10 diverse and thought-provoking research paper ideas. Whether you’re interested in exploring the role of technology in physical education or investigating the social and cultural aspects of sports, you’ll find a wealth of ideas to spark your curiosity and fuel your research journey.

In addition to the extensive list of research paper topics, this page also offers expert advice on how to choose the most appropriate topic for your research project. Selecting a compelling and relevant research topic is essential to ensure the success of your study. Our expert guidance will provide you with valuable insights and practical tips to help you navigate through the multitude of options and select a topic that aligns with your interests, research goals, and academic requirements.

Furthermore, we understand that crafting a research paper can be a challenging task. To support your academic journey, we offer custom writing services that allow you to order a personalized research paper on any physical education topic of your choice. Our team of expert degree-holding writers possesses the knowledge and expertise to deliver high-quality, well-researched papers that meet your specific needs. With our commitment to in-depth research, customized solutions, and adherence to formatting styles such as APA, MLA, Chicago/Turabian, and Harvard, we strive to provide you with a seamless and professional writing experience.

So, whether you’re a student embarking on a research project or a researcher seeking new avenues of exploration, this page is designed to inspire, inform, and empower you in your quest for knowledge in the field of physical education. Let us embark on this exciting journey together as we delve into the fascinating world of physical education research paper topics.

Choosing a Physical Education Topic

When it comes to choosing a research paper topic in the field of physical education, it is crucial to select a subject that aligns with your interests, addresses a relevant issue, and allows for meaningful exploration. To help you make an informed decision, here are ten expert tips on selecting the right physical education research paper topic:

• Identify your passion : Consider the aspects of physical education that you find most fascinating and meaningful. Are you interested in exploring the impact of technology on physical education, the role of physical education in promoting mental health, or the relationship between physical activity and academic performance? By selecting a topic that aligns with your passion, you will be more motivated to dive deep into the research and produce an exceptional paper.
• Stay updated with current literature : Regularly review the latest research articles, books, and journals in the field of physical education. This will help you identify emerging trends, controversial topics, and gaps in existing knowledge, enabling you to choose a research topic that is current and relevant.
• Consider the target population : Physical education encompasses various age groups and populations, including children, adolescents, adults, and individuals with special needs. Reflect on which population interests you the most and tailor your research topic accordingly. For example, you may explore the effectiveness of physical education programs for children with disabilities or the impact of physical activity interventions on older adults’ well-being.
• Delve into emerging areas : Explore emerging areas within physical education that are gaining attention, such as inclusive education, adaptive physical education, or the integration of technology in teaching and learning. By choosing a topic in these emerging areas, you can contribute to the advancement of knowledge in the field.
• Address local or global issues : Consider researching topics that address local or global issues in physical education. For instance, you may examine the impact of socio-cultural factors on physical education participation rates in a specific community or analyze the effects of globalization on physical education curriculum development.
• Consult with experts : Seek guidance from professors, academic advisors, or professionals in the field of physical education. They can provide valuable insights, suggest potential research topics, and help you narrow down your focus based on their expertise and experience.
• Conduct a literature review : Before finalizing your research topic, conduct a comprehensive literature review to identify existing studies, theories, and gaps in knowledge. This will help you refine your research question and ensure that your topic contributes to the existing body of literature.
• Consider research feasibility : Assess the availability of data sources, research methods, and potential challenges associated with your chosen topic. Ensure that you have access to relevant data, research participants (if applicable), and the necessary resources to carry out your study successfully.
• Balance novelty and significance : Strive to find a balance between selecting a novel and unique topic while ensuring its significance within the field of physical education. Aim to choose a topic that adds value to the existing knowledge and has the potential to influence practice or policy in a meaningful way.
• Reflect on personal and professional goals : Consider how your chosen research topic aligns with your personal and professional goals. Will it contribute to your academic and career development? Does it align with your long-term aspirations within the field of physical education? Selecting a topic that resonates with your goals will enhance your motivation and dedication throughout the research process.

Remember, the process of choosing a research paper topic in physical education is iterative. Be open to exploring different ideas, seeking feedback from experts, and refining your topic based on the available resources and research feasibility. By selecting a topic that aligns with your passion, addresses a relevant issue, and has the potential for significant impact, you will be well-equipped to embark on a successful research journey in the field of physical education.

How to Write a Physical Education Research Paper

Writing a research paper in the field of physical education requires careful planning, thorough research, and effective organization of ideas. Here are some essential steps to guide you through the process of writing a compelling and well-structured physical education research paper:

• Understand the assignment : Familiarize yourself with the requirements and guidelines provided by your instructor or educational institution. Pay attention to the research question, formatting style, word count, and any specific instructions or expectations.
• Conduct thorough research : Begin by conducting extensive research on your chosen topic. Utilize various sources such as academic journals, books, reputable websites, and databases to gather relevant and reliable information. Take detailed notes and ensure that you cite your sources accurately.
• Develop a strong thesis statement : Formulate a clear and concise thesis statement that captures the main objective or argument of your research paper. The thesis statement should guide your research and provide a roadmap for the rest of your paper.
• Outline your paper : Create a well-organized outline to structure your research paper. Divide it into sections such as introduction, literature review, methodology, findings, analysis, and conclusion. Outline the main points and supporting evidence you will include in each section.
• Write a compelling introduction : Begin your paper with an engaging introduction that grabs the reader’s attention and provides background information on the topic. Clearly state the purpose of your research, introduce the key concepts, and present your thesis statement.
• Conduct a comprehensive literature review : Dedicate a section of your paper to reviewing relevant literature on the topic. Summarize and analyze existing studies, theories, and perspectives related to your research question. Identify gaps in the literature that your research aims to address.
• Describe your research methodology : Explain the research design, methods, and procedures you used to collect and analyze data. Provide a clear description of the participants, materials, and instruments used. Justify the appropriateness of your chosen methods for addressing your research question.
• Present your findings : Share the results of your research in a clear and organized manner. Use tables, graphs, or charts to present quantitative data and provide detailed descriptions for qualitative data. Analyze and interpret the findings in relation to your research question.
• Discuss the implications and significance : Analyze the implications of your findings and their significance in the field of physical education. Discuss how your research contributes to the existing knowledge, addresses the research question, and impacts practice or policy.
• Conclude your paper effectively : Summarize the main points of your research paper in the conclusion section. Restate your thesis statement and highlight the key findings and implications. Discuss the limitations of your study and suggest areas for further research.
• Revise and edit : Review your research paper thoroughly for clarity, coherence, and logical flow. Check for grammatical and spelling errors, and ensure proper citation of sources using the required formatting style.
• Seek feedback : Before submitting your final paper, seek feedback from peers, professors, or mentors. Incorporate their suggestions and revisions to improve the overall quality of your research paper.

By following these steps and dedicating sufficient time to each stage of the writing process, you can produce a well-researched and well-structured physical education research paper that effectively contributes to the field.

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• In-depth research : Our writers have access to a wide range of academic resources and databases, enabling them to conduct in-depth research on your chosen topic. They will gather relevant and up-to-date information to support the arguments and claims in your research paper.
• Custom formatting : Our writers are well-versed in various formatting styles commonly used in academic writing, including APA, MLA, Chicago/Turabian, and Harvard. They will ensure that your research paper adheres to the required formatting guidelines.
• Top quality and customized solutions : We prioritize quality and strive to deliver research papers that meet the highest standards. Our writers pay attention to every detail of your requirements and instructions, ensuring a customized solution that reflects your unique perspective and academic level.
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• Timely delivery : We understand the importance of meeting deadlines. Our writing services prioritize timely delivery, ensuring that you receive your completed research paper within the agreed-upon timeframe.
• Absolute privacy : We prioritize the privacy and confidentiality of our clients. Your personal information and the details of your order will be handled with the utmost confidentiality and will not be shared with any third parties.
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Articles on Physical education

Displaying 1 - 20 of 36 articles.

New government guidance for PE lets teachers and pupils down

David Grecic , University of Central Lancashire ; Alan Thomson , University of Central Lancashire , and Andrew Sprake , University of Central Lancashire

Is exercise really good for the brain? Here’s what the science says

Matthieu P. Boisgontier , L’Université d’Ottawa/University of Ottawa and Boris Cheval , Université de Genève

Girls should get the chance to play football at school – but PE needs a major rehaul for all students

Shrehan Lynch , University of East London

School playgrounds are getting squeezed: here are 8 ways to keep students active in small spaces

Brendon Hyndman , Charles Sturt University ; Jessica Amy Sears , Charles Sturt University , and Vaughan Cruickshank , University of Tasmania

Outdoor education has psychological, cognitive and physical health benefits for children

Jean-Philippe Ayotte-Beaudet , Université de Sherbrooke and Felix Berrigan , Université de Sherbrooke

London’s Olympic legacy: research reveals why £2.2 billion investment in primary school PE has failed teachers

Vicky Randall , University of Winchester and Gerald Griggs

How sport can help young people to become better citizens

Vaughan Cruickshank , University of Tasmania and Casey Peter Mainsbridge , University of Tasmania

Missing out on PE during lockdowns means students will be playing  catch-up

Jora Broerse , Victoria University ; Cameron Van der Smee , Federation University Australia , and Jaimie-Lee Maple , Victoria University

Disabled children still face exclusion in PE – here’s what needs to change

Tom Gibbons , Teesside University and Kevin Dixon , Northumbria University, Newcastle

Taking the circus to school: How kids benefit from learning trapeze, juggling and unicycle in gym class

Marion Cossin , Université de Montréal

Thinking of choosing a health or PE subject in years 11 and 12? Here’s what you need to know

Brendon Hyndman , Charles Sturt University and Vaughan Cruickshank , University of Tasmania

Aussie kids are some of the least active in the world. We developed a cheap school program that gets results

Taren Sanders , Australian Catholic University ; Chris Lonsdale , Australian Catholic University ; David Lubans , University of Newcastle ; Michael Noetel , The University of Queensland , and Philip D Parker , Australian Catholic University

When men started to obsess over  six-packs

Conor Heffernan , The University of Texas at Austin

PE can do much more than keep children fit – but its many benefits are often overlooked

David Grecic , University of Central Lancashire ; Andrew Sprake , University of Central Lancashire , and Robin Taylor , University of Central Lancashire

Distance learning makes it harder for kids to exercise, especially in low-income communities

Katelyn Esmonde , Johns Hopkins University and Keshia Pollack Porter , Johns Hopkins University

Kids need physical education – even when they can’t get it at school

Collin A. Webster , University of South Carolina

Learning through adventure: the many skills that can be taught outside the classroom

Gary Stidder , University of Brighton

Kids aren’t getting enough exercise, even in sporty Seattle

Julie McCleery , University of Washington

Bushwalking and bowls in schools: we need to teach kids activities they’ll go on to enjoy

Vaughan Cruickshank , University of Tasmania ; Brendon Hyndman , Charles Sturt University , and Shane Pill , Flinders University

How children who dread PE lessons at school can be given a sporting chance

Kiara Lewis , University of Huddersfield

Related Topics

• Child health
• Physical activity

Top contributors

Senior Lecturer in Health and Physical Education, University of Tasmania

Lecturer in Physical Education & Sport / Course Leader MA in Physical Education and School Sport, University of Central Lancashire

Senior Manager, Brisbane Catholic Education & Associate Professor of Education (Adjunct), Charles Sturt University

Reader in Sports Science (Clinical Physiology), University of Essex

Professor of Sport and Physical Education, University of Central Lancashire

Senior Lecturer in Psychology, The University of Queensland

Lecturer in Developmental Psychology, The University of Edinburgh

Assistant Professor of Psychological and Behavioural Science, London School of Economics and Political Science

Associate Professor in Physiology, Exercise and Nutrition, University of Stirling

Senior Research Fellow, Australian Catholic University

Senior Lecturer, School of Sport, Exercise & Rehabilitation Sciences, University of Birmingham

Senior Lecturer in Physiology, Exercise and Nutrition, University of Stirling

Professor, Medical Research Future Fund Emerging Leader, University of South Australia

Senior Lecturer, Sport, Exercise and Health Sciences, Loughborough University

Senior Lecturer, Department for Health, Humanities and Social Sciences, University of Bath

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Journal of Teaching in Physical Education

Indexed in: Web of Science, Scopus, ProQuest, APA PsycINFO, EBSCOhost, ERIC, Google Scholar

Print ISSN:  0273-5024             Online ISSN:  1543-2769

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Volume 43 (2024): Issue 2 (Apr 2024)

JTPE is published quarterly in January, April, July, and October.

The purpose of the Journal of Teaching in Physical Education is to communicate national and international research and stimulate discussion, study, and critique of teaching, teacher education, and curriculum as these fields relate to physical activity in schools, communities, higher education, and sport. The journal publishes original reports of empirical studies in physical education together with integrative reviews and analyses of educational and methodological issues in the field. Research using a variety of methodological approaches is acceptable for publication. Well-designed replication of previous research is also strongly encouraged. Brief research notes also will be reviewed for possible publication. The coeditors and editorial board encourage the submission of manuscripts that extend knowledge within the focus of the journal.

Specific questions about the appropriateness of any individual paper to enter the JTPE peer-review process should be directed to one of the coeditors. Except for occasional invited manuscripts, all published articles are refereed by members of the editorial board, or by other referees invited by the coeditors. The final decision on whether a paper merits publication is made by the coeditor coordinating the review process.

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Honoring Daryl Siedentop's contributions to JTPE: https://journals.humankinetics.com/page/Tribute-Daryl-Siedentop

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Heather Erwin University of Kentucky, USA

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Michael W. Metzler (Founding Editor: 1981–1987) Mark Freedman (Founding Editor: 1981–1984) Thomas J. Templin (1984–1988) David Griffey (1986–1989) Thomas J. Martinek (1988–1991) Judith Rink (1989–1992) Stephen Silverman (1991–1994) Mary O’Sullivan (1993–1996) Nell Faucette (1994–1998) Patt Dodds (1996–2000) Hans van der Mars (1998–2002) Deborah Tannehill (2000–2004) Bonnie Tjeerdsma Blankenship (2002–2006) Melinda Solmon (2004–2008) Ron McBride (2006–2010) Ping Xiang (2008–2012) Pamela Hodges Kulinna (2010–2014) Ben Dyson (2012–2016) Weidong Li (2014–2018) Mark Byra (2016–2020) Bryan McCullick (2018–2022)

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Erin E. Centeio University of Hawaiʻi at Mānoa, USA

Sara Flory University of South Florida, USA

Karen Gaudreault University of New Mexico, USA

Michael Hemphill University of North Carolina-Greensboro, USA

Risto Marttinen George Mason University, USA

Collin Webster University of Birmingham, Dubai, UAE

Tao Zhang University of North Texas, USA

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Laura Alfrey, Monash University, Australia

Dominique Banville, George Mason University, USA

Eve Bernstein, Queens College - CUNY , USA

Antonio Calderón, University of Limerick, Ireland

Weiyun Chen, University of Michigan, USA

Donetta Cothran, Indiana University, USA

Matthew Curtner-Smith, University of Alabama, USA

Ben Dyson, University of North Carolina, Greensboro, USA

Tim Fletcher, Brock University, Canada

Alex Garn, Louisiana State University, USA

Tan Leng Goh, Central Connecticut State University, USA

Peter A. Hastie, Auburn University, USA

Pamela Hodges Kulinna, Arizona State University, USA

Cassandra Iannucci, Deakin University, Australia

Peter Iserbyt, KU Leuven, Belgium

Weidong Li, Ohio State University, USA

Ken Lodewyk, Brock University, Canada

Bryan McCullick, University of Georgia, USA

Scott McNamara, University of New Hampshire, USA

Geoff Meek, Bowling Green State University, USA

Thomas Quarmby, Leeds Beckett University, UK

Fernando Santos, Polytechnic Institute of Porto, School of Higher Education, Portugal

Bo Shen, Wayne State University, USA

Victoria (Tori) Shiver, University of New Mexico, USA

Mara Simon, Springfield College, USA

Kelly Simonton, University of Wyoming, USA

Oleg Sinelnikov, University of Alabama, USA

Suzan F. Smith-Ayers, Western Michigan University, USA

Melinda Solmon, Louisiana State University, USA

Michalis Stylianou, University of Queensland, Australia

Sue Sutherland, The Ohio State University, USA

Tristan Wallhead, University of Wyoming, USA

Jennifer Walton-Fisette, Kent State University, USA

Yubing Wang, Old Dominion University, USA

Phillip Ward, The Ohio State University, USA

John Williams, University of Canberra, Australia

Wesley Wilson, University of Illinois Urbana-Champaign, USA

Ping Xiang, Texas A&M University, USA

Xihe Zhu, Old Dominion University, USA

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Each author should have participated sufficiently in the work to take public responsibility for the content. Authorship credit should be based only on substantial contributions to:

a. Substantial contributions to the conception or design of the work; or the acquisition, analysis, or interpretation of data for the work; AND b. Drafting the work or revising it critically for important intellectual content; AND c. Final approval of the version to be published; AND d. Agreement to be accountable for all aspects of the work in ensuring that questions related to the accuracy or integrity of any part of the work are appropriately investigated and resolved.

Conditions a, b, c, and d must all be met. Individuals who do not meet the above criteria may be listed in the acknowledgments section of the manuscript. * http://www.icmje.org/recommendations/browse/roles-and-responsibilities/defining-the-role-of-authors-and-contributors.html

Authors who use artificial intelligence (AI)-assisted technologies (such as Large Language Models [LLMs], chatbots, or image creators) in their work must indicate how they were used in the cover letter and the work itself. These technologies cannot be listed as authors as they are unable to meet all the conditions above, particularly agreeing to be accountable for all aspects of the work.

Human Kinetics is pleased to allow our authors the option of having their articles published Open Access. In order for an article to be published Open Access, authors must complete and return the Request for Open Access form and provide payment for this option. To learn more and request Open Access, click here .

Manuscript Guidelines

All Human Kinetics journals require that authors follow our manuscript guidelines in regards to use of copyrighted material, human and animal rights, and conflicts of interest as specified in the following link: https://journals.humankinetics.com/page/author/authors

In preparing articles for submission to the Journal of Teaching in Physical Education , authors must follow the Publication Manual of the American Psychological Association (7th ed., 2020).

All articles must include an abstract of 100–150 words typed on a separate page along with three to six key words not used in the title. When submitting, you will be prompted to fill in the abstract in a specific box. Please also include the abstract in the manuscript file that is uploaded. JTPE editorial personnel request that a structured abstract format is used that includes labeling the following sections within the abstract paragraph: Purpose, Method, Results, and Discussion/Conclusion. Non-traditional papers (e.g., photovoice, reviews, position papers) may use other labeling systems. The entire manuscript must be double-spaced. Line numbers should be inserted, continuous throughout the text, to facilitate the review process. Tables must be prepared using Microsoft Word’s table-formatting functions. Manuscripts should be no longer than 30 total pages, inclusive of title page, abstract pages, main text, references, figures, and tables. Occasionally, the journal editors will consider longer submissions, but authors are asked to request editorial approval before submitting papers longer than 30 pages. Special attention should be given to the accuracy of the references and APA style. Figures must be crisp, clear, and properly labeled. Do not submit low-resolution electronic files. Manuscripts should not be submitted to another journal at the same time. All quantitative studies must report effect sizes. To facilitate blind review, the first page of the manuscript should include only the title of the manuscript and the date of submission. The manuscript itself should contain no clues as to the author’s identity. A separate cover sheet with contact information is no longer required because the necessary identifying information is entered when registering with the online submission system.

Manuscripts will be acknowledged upon receipt and will be sent to two reviewers for blind review; the review process normally takes two to three months for an initial decision. Once the manuscript has been accepted, it will be published in the first available space after the final revision has been received. There are no page charges to authors. 

Authors are welcome to make use of this manuscript template to help ensure that their submission is consistent with JTPE 's formatting and author guidelines. However, this is not a requirement and authors are free not to use the template if that is preferred.

Makel and Plucker (2014) proposed that replication is a powerful avenue to accumulate understanding by checking the validity of knowledge from previous research and enables questions concerning generalization across populations or contexts. Schmidt (2009) suggests that there are two primary forms of replication studies. The first includes "operational" replications that test the validity of the original data using similar procedures and research designs. The second are "constructive" replications, which attempt to replicate a research finding with different situations and different subjects, to determine if the basic findings of the original study can be applied to other participants and circumstances and is therefore linked to the wider notion of replication. In addition to the Manuscript Guidelines listed above, any Replication study submitted to JTPE must fall into one of these two categories. 

Makel, M.C., & Plucker, J.A. (2014). Facts are more important than novelty: Replication of the education sciences. Educational Researcher , 43 , 304–316. Schmidt, S. (2009). Shall we really do it again? The powerful concept of replication is neglected in the social sciences. Review of General Psychology , 13 , 90–100. 

Research Notes submitted to JTPE should meet the following guidelines:

Research Notes may consist of replication studies, data re-analyses studies, validation studies of existing instruments, and comments and dialogues on previously published papers. Manuscripts should use 12-point Times New Roman font and should be double-spaced (as per APA guidelines), with length not exceeding 14 pages, including text, references, tables, and figures. Consecutive line numbers should be inserted throughout the text to facilitate the review process. Submissions must include an abstract of 150 words or less. Research Notes should conform to the Publication Manual of the American Psychological Association (7th ed., 2020).

Review and Publishing Process

Research Notes follow the same review and publishing process as regular manuscripts.

The Journal of Teaching in Physical Education is committed to publishing reviews of recent books that contribute to physical education, physical education teacher education, and related fields. In some instances, the book review editor may identify books worthy of review and ask scholars to author a book review. In other instances, scholars may propose to review a book based on their interest and expertise. Prospective book review authors should first contact the section editor to discuss their interest and ensure that the book they wish to review is a fit for JTPE and is not already under review.  The current book review section editor is Dr. Michael Hemphill ( [email protected] ).

Review Format

Book review authors should follow the Publication Manual of the American Psychological Association (7th edition, 2020) guidelines for journal article style. Keep references to a minimum. Check for the correct spelling of proper names. Check quotations for accuracy and make sure to provide page numbers for quotes. Reviews should be approximately 1,500 to 1,800 words. The text, including quotes and bibliographic information, should be double-spaced.

Bibliographic information for the book should be placed at the top of the review in the following format:

Title By Author(s). Publisher, year of publication, location of publisher, price, number of pages, ISBN. Reviewed by: Reviewer, institutional affiliation, location.

For example:

Reconceptualizing Physical Education: A Curriculum Framework for Physical Literacy, by Ang Chen. Routledge, 2022, New York, NY, $136, 276 pp., 9780367756949. Reviewed by: Michael Hemphill, University of North Carolina at Greensboro, Greensboro, NC.

Review Content

Book reviews should be relevant to readers of JTPE and be consistent with its mission to “stimulate discussion, study, and critique of teaching, teacher education, and curriculum as these fields relate to physical activity in schools, communities, higher education, and sport.” There are some books that would make an obvious fit to review for JTPE due to their purpose clearly relating to physical education. There may also be books from related areas that could be considered because they provide JTPE readers with insight into a topic of importance to our discipline. Prospective book review authors may contact the book review editor to discuss their interest in authoring a book review prior to committing to the project.

A good review provides description and analysis and attempts to situate a book in the larger scholarly conversation of the discipline. It is important to describe the author’s central thesis and the author’s approach to the text. The review should summarize the content and use examples to highlight key points; it should not be organized as a chapter-by-chapter synopsis of the book. Reviewers may choose to situate the book in relation to the author’s previous works, to scholarly debates in physical education or related areas, or to relevant literature in the field and particularly from JTPE . A constructive analysis of the book may include a summary of what makes it unique, strengths and weaknesses, the scope and relevance of its arguments, and/or its relationship to other published material. Book reviews often conclude by commenting on the book’s potential impact on the field, theoretical approach, or methodology. First-time reviewers are encouraged to read reviews that have appeared in other journals in related fields and from JTPE when possible.

Editorial Process

The submission of a review confirms that the review has not and will not appear elsewhere in published form. Book reviews will be received and edited by the Book Review Editor. Reviewers should note that the solicitation of a book review or the submission of an unsolicited review does not guarantee publication in the JTPE . Book review authors may be asked by the Book Review Editor to revise their reviews. The Book Review Editor makes recommendations for acceptance of reviews to the Editor of the journal. The Editor makes all final decisions about what will appear in the journal.

Acknowledgement

The guidelines for book reviews in JTPE were developed with insights from the book review section of the Sociology of Sport Journal .

Manuscripts must be submitted through ScholarOne, the online submission system for the Journal of Teaching in Physical Education (see submission button at the top of this page). ScholarOne manages the electronic transfer of manuscripts throughout the article review process, providing systematic instructions and a user-friendly design. Please access the site and follow the directions for authors submitting manuscripts.

Any problems that might be encountered can be easily resolved by selecting “Help" in the upper-right corner of any ScholarOne screen. Authors of manuscripts accepted for publication must transfer copyright to Human Kinetics, Inc. This copyright agreement can be viewed by visiting the ScholarOne site and selecting "Instructions & Forms" in the upper-right corner.

JTPE is committed to mentoring young scholars to be able to conduct high-quality, timely peer reviews. We use a reviewer onboarding system in which reviewers may invite a graduate student or young scholar to review a manuscript to provide them with valuable training experience. Authors will have the option during manuscript subscription to decline to have their manuscript be part of this process.

Effective July 1, 2019, JTPE  has implemented new decision categories for submitted manuscripts. To review these categories, see the document below.

• JTPE Decision Categories

Monograph proposals to JTPE should meet the following guidelines:

Manuscripts must use 12-point Times New Roman font (as per APA guidelines) and should be single-spaced, with length not exceeding 10 pages (including the overview but excluding the Appendix). Proposals should start with an overview chapter (Chapter 1), which clearly identifies the theme, scope, and need for the monograph. An overarching theoretical framework should inform the monograph. Individual chapters may also have additional/different theories that inform the work. Proposals should provide the abstracts for all chapters (6-10 chapters). Each chapter’s abstract should consist of the following elements: Title, Background, Purpose, Method, Data Analysis, Results, and Discussion/ Conclusions. Data should have already been collected at the time the proposal is submitted and results should be present in the proposal. Proposals should conform to the Publication Manual of the American Psychological Association (7th ed., 2020), except that the text should be single-spaced. Guest editors should be identified in the Appendix and serve as liaisons between chapter lead authors and JTPE coeditors. An Appendix should be submitted separately that provides the contact information of guest editors and the title of each of the chapters and its contributing authors with lead author contact information, along with an abbreviated CV (two pages) for each of the guest editors and lead authors. Proposals are due by July 31 of each year.

Review Process

All proposals are reviewed by a four-person review committee comprised of the two JTPE coeditors and two members of the JTPE editorial board.

Selection Process

The selection process is based on the following criteria: (a) relevance of topic and (2) quality of proposals, as determined by the four-person committee. Guest editors will be notified regarding the selection of monographs by September 15 of each year. If selected, guest editors must submit a complete monograph for further consideration in JTPE .

Publishing Process

The complete monograph is due three months after notification of selection (by December 15). Once received, the monograph will be reviewed by the four-person review committee through the online review process, with reviews sent only to the monograph guest editors. Henceforth, the review process continues following the standard JTPE format until the monograph is considered ready for publication or the monograph is rejected.

The following guidelines are intended to help scholars prepare a special issue proposal. Proposals on time-sensitive topics may be considered for publication as a special series at the Editor’s discretion. In no more than four pages, author(s) should address the following questions using the headings provided.

Synopsis  In 150 words or less, what is your special issue about? Important: Be sure to include its main themes and objectives. Rationale What are you proposing to do differently/more innovatively/better than has already been done on the topic (in JTPE specifically, as well as in the field more generally)? Why is now the time for a special issue on this topic? Why is JTPE the most appropriate venue for this topic? What are the main competing works on the topic (e.g., edited books, other special issues)? List up to five articles recently published on the topic that show breadth of scope and authorship in the topic. Qualifications Are you proposing to serve as Guest Editor for this special issue? If so, Please provide your vitae. Have you edited/co-edited a special issue before? If yes, please give the citation(s). Do you currently serve on any journal editorial boards? If yes, please list. If not, who do you suggest for a potential Guest Editor? Timeline Given that it takes approximately 12 months to complete a special issue, please provide a detailed timeline including estimated dates or time frames for the following steps: (a) Call for papers (b) Submission deadline (c) Review process (averages 4 months) (d) Revision process (averages 3 months) (e) Final editing and approval from JTPE editor (f) Completion and submission to Human Kinetics (must be at least 3 months prior to the issue cover month; e.g., completion by January 1 for the April issue)

Individuals

Online subscriptions.

Individuals may purchase online-only subscriptions directly from this website. To order, click on an article and select the subscription option you desire for the journal of interest (individual or student, 1-year or 2-year), and then click Buy. Those purchasing student subscriptions must be prepared to provide proof of student status as a degree-seeking candidate at an accredited institution. Online-only subscriptions purchased via this website provide immediate access to all the journal's content, including all archives and Ahead of Print. Note that a subscription does not allow access to all the articles on this website, but only to those articles published in the journal you subscribe to. For step-by-step instructions to purchase online, click here .

Print + Online Subscriptions

Individuals wishing to purchase a subscription with a print component (print + online) must contact our customer service team directly to place the order. Click here to contact us!

Institutions

Institution subscriptions must be placed directly with our customer service team. To review format options and pricing, visit our Librarian Resource Center . To place your order, contact us . 

JTPE Editors and Reviewers Resource Center

Eligibility criteria and responsibilities of jtpe co-editors.

JTPE  co-editors are selected from the members of the editorial board. Upon selection, they serve as junior co-editor for a specified term of two years. Upon completion of this period, they serve as senior co-editor for another two-year term.

Eligibility Criteria Eligibility for  JTPE  co-editor appointments is based on the following criteria:

1. Co-editor candidates have published three manuscripts in the last five years in tier one journals (requirements: one publication in  JTPE  and one first authorship publication). 2. Co-editor candidates have demonstrated high-quality reviews in a timely manner while on the  JTPE  editorial board (a minimum of six reviews per year during the three-year term). 3. Co-editor candidates have served as  JTPE  editorial board members for six years (i.e., two terms) before selection.

  Responsibilities The  JTPE  co-editor responsibilities include, but are not limited to, the following:

1. Co-editors ensure the validity of the double-blinded review process. 2. Co-editors maintain confidentiality and objectivity regarding manuscripts and the review process. 3. The senior co-editor submits manuscripts to at least two reviewers expert in the specific area who can be objective and do not have conflicts of interest. In the case that the manuscript content or focus is inappropriate for  JTPE , the coeditors contact the author(s) rather than sending it out for review. 4. Co-editors correspond with authors and reviewers. 5. Co-editors make decisions regarding acceptance/rejection and resubmission/rejection of manuscripts based on reviewers’ feedback/recommendations.

To review more information on the duties of editors, including ethical responsibilities,  click here .

Nomination Process

Nominations for the co-editor positions originate from existing editorial board members and are submitted in writing to the senior co-editor who is responsible for contacting the nominees for their curriculum vitae and letter of interest, as well as for making arrangements for the selection process.

Co-editors are selected by current co-editors from the pool of  JTPE  editorial board members who meet the eligibility criteria and are interested in the position. The co-editors’ selection is ratified by the majority vote of the  JTPE  editorial board.

Co-Editor Publication Process

In the case a co-editor submits a manuscript for publication to  JTPE , the other co-editor assigns a guest co-editor to select reviewers and monitor the review process.

Editorial Board Members

Eligibility criteria and responsibilities for jtpe editorial board membership.

Editorial board members are appointed by the senior co-editor upon consensus of the editorial council (senior and junior co-editors).

Eligibility Criteria Eligibility for new board member appointments is based on the following criteria:

1. Potential editorial board member has obtained a doctoral degree specializing in sport pedagogy or related fields at least five years before serving on the  JTPE  editorial board. 2. Potential editorial board member has published three manuscripts in the last five years in tier one journals (initial membership requirements: one publication in  JTPE  and one first authorship publication). 3. Potential editorial board member has served as a guest reviewer for  JTPE  for one year and completed an adequate number of high-quality, non-biased reviews. 4. Potential editorial board member has demonstrated expertise in areas needed on the board. 5. Potential editorial board member is committed to attending the annual  JTPE  editorial board meetings when possible and to contributing to the mission of  JTPE .  

Responsibilities The members of the  JTPE  editorial board are appointed for three years and are directly accountable to the editors of  JTPE . In turn, the senior editor of  JTPE  is responsible to Human Kinetics, Inc. The  JTPE  editorial board members’ responsibilities include, but are not limited to, the following:

1. JTPE  editorial board members complete a minimum of six reviews per year in a timely manner. 2. JTPE  editorial board members provide respectful and constructive reviews for authors that avoid hurtful language and contribute to providing high-quality papers. 3. JTPE  editorial board members demonstrate confidentiality and objectivity regarding the manuscripts and the review process. 4. JTPE  editorial board members participate in the evaluation of the quality and effectiveness of JTPE to help maintain high standards.

Editorial board membership nominations are requested from existing  JTPE  editorial board members. Board members whose term has been completed and who wish to continue on the board can also nominate themselves as a self-nomination (through a letter of intent only). Nominations should be submitted in writing (preferably via electronic mail) to the senior editor, who is responsible for arranging the review/selection process. Nominees are then asked to submit a curriculum vita to the senior editor, along with a statement expressing their interest in the position and explaining their suitability.

The co-editors of  JTPE  will consider nominees who meet the eligibility criteria and have provided requested materials as potential  JTPE  editorial board members. The  JTPE  editorial board can consist of up to 32 members at a time.

Renewal of JTPE Editorial Board Membership

The co-editors determine the renewal of  JTPE  editorial board membership. Board members, upon completion of their term of service, are invited to continue to serve on the board if they have successfully fulfilled all their responsibilities during their three-year term. This will be determined by the eligibility criteria and their ability to fulfill appropriate responsibilities for  JTPE  editorial board membership.

Reviewer Guidelines

A. guidelines for the review of research-based manuscripts.

I. Appropriateness of Manuscript for  JTPE : The reviewer should comment on the appropriateness of the manuscript (refer to editorial policy of  JTPE ) based on the guidelines below (when they apply). Co-editors make final decisions about the appropriateness of manuscripts.

II. Relevance/Significance of the Study:

1. Is there a theoretical framework and/or is the study and the related construct(s) situated in the existing literature? 2. Is the theoretical framework logically explained or are the constructs tied together to explain how the research project was conceived? 3. Is the rationale for the study clear? 4. Does the literature review provide the most relevant and current scholarship on the topic that enriches an understanding of the theoretical framework or related constructs? 5. Are the purpose and the research questions derived from the literature review and are they consistent with the theoretical framework and/or the related constructs and rationale presented in the introduction? 6. Have the data been published elsewhere? 7. Are the interpretations based on valid, reliable, or trustworthy data/materials? 8. Has the work been sufficiently thorough to warrant publication? 9. What significant, unique, or valuable knowledge will readers learn from the study? 10. Overall, does the study add new knowledge and/or make a significant and/or a unique contribution to the existing literature base?

III. Methodology and Presentation of Results:

General Guidelines

1. Are the research questions specific enough so that the theoretical framework/construct logically leads to the selection of appropriate variables/phenomena for the investigation? 2. Is the research design explicitly explained? 3. Are participants clearly described? 4. Is information offered with regard to having obtained institutional approval and participants’ consent? 5. Are key characteristics of the participants provided? 6. Is the sequence of research procedure logical? 7. Are there sufficient data sources to address the research question(s)?

Guidelines for Quantitative Methods

1. Are variables operationally defined for data collection? 2. Is information about the validity and reliability of the measures reported? 3. Do the validity and reliability of the measures meet acceptable criteria? 4. Are control procedures described in experimental/quasi-experimental designs? 5. Are effective procedures used to minimize the threats to the validity and reliability of the measures? 6. Are statistical analyses compatible with or appropriate to the research questions? 7. Are advantages and disadvantages of using the analyses explained? 8. Were adequate assumptions for the statistical analyses examined and results reported? 9. Were descriptive statistics for the variables (dependent variables in particular) reported? 10. Are the parameters/indexes chosen to report results appropriate (especially in multivariate analyses)? 11. Were results for tests of statistical significance accompanied by effect size indices? 12. Are there any indications of calculation errors? 13. When using single-subject designs, were data paths interpreted appropriately according to accepted visual analysis tactics?

Guidelines for Qualitative Methods

1. Is the type of inquiry and its associated paradigm/perspective specified? 2. Does the author reveal sufficient personal/professional subjectivity for readers to assess the degree of the researcher’s role in the study and influence on the data presented? 3. Is the description of context detailed so that readers can situate the study within its social and educational environment? 4. Are detailed descriptions of key informants provided? 5. Are data collection protocols described? 6. Are sufficient data sources used for an effective triangulation to make the case that the data are trustworthy and credible? 7. If limited data sources were used, were additional efforts made to gather sufficient in-depth information from the sources to address the research questions adequately? 8. Are approaches to establishing trustworthiness appropriate? 9. Are data analysis protocols carefully described to show that the themes/grounded theories have been derived in a logical way?

IV. Discussion and Interpretation:

1. Has the discussion/interpretation of results been linked to the theoretical framework and/or constructs and rationale presented in the introduction? 2. To what extent do the findings make unique contributions to the body of knowledge? 3. Are interpretations of the results based on the data and related to the literature? 4. Are there any indications of over- or under-generalization of the results? 5. To what extent have the results answered the research questions (completely, partially, or not at all)? 6. If there are any critical limitations of the study in any section (e.g., theoretical foundation, methodology, results, and/or discussion), how well has the author addressed them? 7. Are practical implications of the findings presented when appropriate? 8. Are similarities and differences with previous findings noted and discussed? 9. Are unexpected results acknowledged and discussed?

V. Clarity of Information Presentation and Writing:

1. Does the writing allow a clear, accurate, and concise presentation of information? Are the sections coherently connected? 2. Does the writing avoid redundancy? 3. Are concepts clearly defined and explained when they first appear in the manuscript? 4. Has technical jargon been avoided or kept to a minimum? 5. Is the general arrangement of the sections logical? 6. Is it a finished piece of work? 7. Are there inappropriate or missing sections/headers? 8. Does the manuscript conform to the Publication Manual of the American Psychological Association (6th ed., 2010)? 9. Does the abstract present all key components in the manuscript in a very concise manner? 10. Are tables and figures accurate, clear, and concise? 11. Do tables and figures present necessary information that contributes to the understanding of the text, rather than redundant information which duplicates what is already in the text? 12. Is the reference list accurate and do citations in the manuscript accurately match those in the references section? 13. Is the tone of reporting academically appropriate? 14. Is an overly emotional tone avoided? 15. Is the length of the manuscript reasonable? 16. If longer than 28 pages (8.5 x 11, size 12 font), can any part be condensed or omitted without jeopardizing the significance of the manuscript?

B. Guidelines for the Review of Manuscripts Pertaining to Theoretical, Philosophical, and/or Applied Issues of Professional Practice

I. Contribution to the Body of Knowledge/Professional Practice: 

1. Does the author address a significant issue that is relevant to the scope of the journal (teaching/learning in physical education)? 2. Is the most current relevant literature included in the review? 3. Are the arguments based on solid theoretical frameworks, philosophical foundations, and/or empirical evidence? 4. To what extent does the manuscript advance our understanding of the issue? 5. Has the work been sufficiently thorough to warrant publication? 6. Is the quality of the content sufficient to warrant publication?

II. Quality of Information Presentation:

1. Are themes and/or philosophical positions stated clearly? 2. Are appropriate transitions used between/among themes to build logical and compelling arguments? 3. Does the presentation help readers conceptualize issues and arguments effectively? 4. Is the manuscript logically organized to achieve a clearly stated purpose that is suited to this journal? 5. Is the information conceptually integrated and coherently presented?

III. Discussion or Interpretation of Ideas and Information:

1. Has the author built constructive arguments that advance theory, knowledge, and/or applications related to the scope of the journal (teaching/learning in physical education)? 2. Is relevant literature adequately critiqued and integrated into the arguments? 3. Are the arguments based on well-reasoned thoughts, rather than emotions? 4. Does the reasoning throughout the manuscript seem to be sound? 5. Are the conclusions consistent with the arguments developed or the empirical evidence reviewed? 6. Are practical implications of the arguments and/or ideas emphasized?

C. Guidelines for Reviewing Manuscripts the Second or Third Time:

1. All major concerns by reviewers and editors should be addressed in the first revision of a manuscript. 2. New major revisions should not be requested during the second or third revision of a manuscript unless a major change (e.g., new theoretical framework or revised analyses) requires further recommendations for changes. 3. Original reviewers should be employed in subsequent reviews unless the co-editor’s decision for the original manuscript is reject.

Guest Reviewers

Guest reviewers must have an earned doctoral degree specializing in sport pedagogy or related fields. Doctoral students (in the third year of their programs or beyond) may also participate as a  JTPE  guest reviewer under the supervision of their doctoral mentors.

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New Research Examines Physical Education in America

By Morgan Clennin, PhD, MPH, Kaiser Permanente of Colorado, University of South Carolina, and National Physical Activity Plan

School-based physical education (PE) is recommended by the Community Guide as an effective strategy to promote physical activity among youth. Unfortunately, many have speculated that PE exposure has declined precipitously among U.S. students in the past decade. Limited resources and budgets, prioritization of core academic subjects, and several other barriers have been cited as potential drivers of these claims. However, few large-scale studies have explored the merit of these claims – leaving the answers following questions unknown:

Has PE attendance decreased among U.S. students in the past decades?

What policies and practices are in place to support quality PE?

To answer these questions, the President’s Council on Sports, Fitness & Nutrition tasked the National Physical Activity Plan Alliance (NPAPA) to review the available evidence and summarize their findings. The primary objective of this effort was to better understand PE exposure over time to inform national recommendations and strategies for PE.

The NPAPA began by establishing a collaborative partnership with experts in the federal government, industry, and academia. The group analyzed existing national data sources that could be used to examine changes in PE attendance and current implementation of PE policies and practices. These efforts culminated in a final report and two peer-reviewed manuscripts. A summary of the group’s findings are outlined below.

Key Findings:

• 1/2 of U.S. high school students did not attend PE classes—which is consistent over the 24-year period studied (1991-2015).
• The percentage of U.S. high school students reporting PE attendance did not change significantly between 1991 and 2015 for the overall sample or across sex and race/ethnicity subgroup.
• Daily PE attendance did decrease 16% from 1991 to 1995 then attendance rates remained stable through 2015.
• > 65% of schools implemented 2-4 of the 7 essential PE policies
• Implementation of PE policies varied by region, metropolitan status, and school level.
• Data indicates minority students have been disproportionately affected by cuts to school PE programs during the past two decades.

Recommendations Based on Key Findings:

• Prioritize efforts to expand collection of surveillance data examining trends in PE attendance among elementary and middle school students.
• Develop policies to improve PE access for all students in order for PE to contribute to increased physical activity among youth.
• Adopt policies and programs that prioritize PE to maximize the benefits of PE.
• Utilize the findings of these efforts to target professional development and technical assistance for PE practitioners.

The Education sector of the NPAP provides evidence-based strategies and tactics that can guide efforts to support the provision of quality PE to all students. More information, and links to the respective manuscripts, can be found on the NPAPA website: http://physicalactivityplan.org/projects/physicaleducation.html

The Office of Disease Prevention and Health Promotion (ODPHP) cannot attest to the accuracy of a non-federal website.

Linking to a non-federal website does not constitute an endorsement by ODPHP or any of its employees of the sponsors or the information and products presented on the website.

You will be subject to the destination website's privacy policy when you follow the link.

Research Topics & Ideas: Education

170+ Research Ideas To Fast-Track Your Project

If you’re just starting out exploring education-related topics for your dissertation, thesis or research project, you’ve come to the right place. In this post, we’ll help kickstart your research topic ideation process by providing a hearty list of research topics and ideas , including examples from actual dissertations and theses..

PS – This is just the start…

We know it’s exciting to run through a list of research topics, but please keep in mind that this list is just a starting point . To develop a suitable education-related research topic, you’ll need to identify a clear and convincing research gap , and a viable plan of action to fill that gap.

If this sounds foreign to you, check out our free research topic webinar that explores how to find and refine a high-quality research topic, from scratch. Alternatively, if you’d like hands-on help, consider our 1-on-1 coaching service .

Overview: Education Research Topics

• How to find a research topic (video)
• List of 50+ education-related research topics/ideas
• List of 120+ level-specific research topics 
• Examples of actual dissertation topics in education
• Tips to fast-track your topic ideation (video)
• Free Webinar : Topic Ideation 101
• Where to get extra help

Education-Related Research Topics & Ideas

Below you’ll find a list of education-related research topics and idea kickstarters. These are fairly broad and flexible to various contexts, so keep in mind that you will need to refine them a little. Nevertheless, they should inspire some ideas for your project.

• The impact of school funding on student achievement
• The effects of social and emotional learning on student well-being
• The effects of parental involvement on student behaviour
• The impact of teacher training on student learning
• The impact of classroom design on student learning
• The impact of poverty on education
• The use of student data to inform instruction
• The role of parental involvement in education
• The effects of mindfulness practices in the classroom
• The use of technology in the classroom
• The role of critical thinking in education
• The use of formative and summative assessments in the classroom
• The use of differentiated instruction in the classroom
• The use of gamification in education
• The effects of teacher burnout on student learning
• The impact of school leadership on student achievement
• The effects of teacher diversity on student outcomes
• The role of teacher collaboration in improving student outcomes
• The implementation of blended and online learning
• The effects of teacher accountability on student achievement
• The effects of standardized testing on student learning
• The effects of classroom management on student behaviour
• The effects of school culture on student achievement
• The use of student-centred learning in the classroom
• The impact of teacher-student relationships on student outcomes
• The achievement gap in minority and low-income students
• The use of culturally responsive teaching in the classroom
• The impact of teacher professional development on student learning
• The use of project-based learning in the classroom
• The effects of teacher expectations on student achievement
• The use of adaptive learning technology in the classroom
• The impact of teacher turnover on student learning
• The effects of teacher recruitment and retention on student learning
• The impact of early childhood education on later academic success
• The impact of parental involvement on student engagement
• The use of positive reinforcement in education
• The impact of school climate on student engagement
• The role of STEM education in preparing students for the workforce
• The effects of school choice on student achievement
• The use of technology in the form of online tutoring

Level-Specific Research Topics

Looking for research topics for a specific level of education? We’ve got you covered. Below you can find research topic ideas for primary, secondary and tertiary-level education contexts. Click the relevant level to view the respective list.

Research Topics: Pick An Education Level

Primary education.

• Investigating the effects of peer tutoring on academic achievement in primary school
• Exploring the benefits of mindfulness practices in primary school classrooms
• Examining the effects of different teaching strategies on primary school students’ problem-solving skills
• The use of storytelling as a teaching strategy in primary school literacy instruction
• The role of cultural diversity in promoting tolerance and understanding in primary schools
• The impact of character education programs on moral development in primary school students
• Investigating the use of technology in enhancing primary school mathematics education
• The impact of inclusive curriculum on promoting equity and diversity in primary schools
• The impact of outdoor education programs on environmental awareness in primary school students
• The influence of school climate on student motivation and engagement in primary schools
• Investigating the effects of early literacy interventions on reading comprehension in primary school students
• The impact of parental involvement in school decision-making processes on student achievement in primary schools
• Exploring the benefits of inclusive education for students with special needs in primary schools
• Investigating the effects of teacher-student feedback on academic motivation in primary schools
• The role of technology in developing digital literacy skills in primary school students
• Effective strategies for fostering a growth mindset in primary school students
• Investigating the role of parental support in reducing academic stress in primary school children
• The role of arts education in fostering creativity and self-expression in primary school students
• Examining the effects of early childhood education programs on primary school readiness
• Examining the effects of homework on primary school students’ academic performance
• The role of formative assessment in improving learning outcomes in primary school classrooms
• The impact of teacher-student relationships on academic outcomes in primary school
• Investigating the effects of classroom environment on student behavior and learning outcomes in primary schools
• Investigating the role of creativity and imagination in primary school curriculum
• The impact of nutrition and healthy eating programs on academic performance in primary schools
• The impact of social-emotional learning programs on primary school students’ well-being and academic performance
• The role of parental involvement in academic achievement of primary school children
• Examining the effects of classroom management strategies on student behavior in primary school
• The role of school leadership in creating a positive school climate Exploring the benefits of bilingual education in primary schools
• The effectiveness of project-based learning in developing critical thinking skills in primary school students
• The role of inquiry-based learning in fostering curiosity and critical thinking in primary school students
• The effects of class size on student engagement and achievement in primary schools
• Investigating the effects of recess and physical activity breaks on attention and learning in primary school
• Exploring the benefits of outdoor play in developing gross motor skills in primary school children
• The effects of educational field trips on knowledge retention in primary school students
• Examining the effects of inclusive classroom practices on students’ attitudes towards diversity in primary schools
• The impact of parental involvement in homework on primary school students’ academic achievement
• Investigating the effectiveness of different assessment methods in primary school classrooms
• The influence of physical activity and exercise on cognitive development in primary school children
• Exploring the benefits of cooperative learning in promoting social skills in primary school students

Secondary Education

• Investigating the effects of school discipline policies on student behavior and academic success in secondary education
• The role of social media in enhancing communication and collaboration among secondary school students
• The impact of school leadership on teacher effectiveness and student outcomes in secondary schools
• Investigating the effects of technology integration on teaching and learning in secondary education
• Exploring the benefits of interdisciplinary instruction in promoting critical thinking skills in secondary schools
• The impact of arts education on creativity and self-expression in secondary school students
• The effectiveness of flipped classrooms in promoting student learning in secondary education
• The role of career guidance programs in preparing secondary school students for future employment
• Investigating the effects of student-centered learning approaches on student autonomy and academic success in secondary schools
• The impact of socio-economic factors on educational attainment in secondary education
• Investigating the impact of project-based learning on student engagement and academic achievement in secondary schools
• Investigating the effects of multicultural education on cultural understanding and tolerance in secondary schools
• The influence of standardized testing on teaching practices and student learning in secondary education
• Investigating the effects of classroom management strategies on student behavior and academic engagement in secondary education
• The influence of teacher professional development on instructional practices and student outcomes in secondary schools
• The role of extracurricular activities in promoting holistic development and well-roundedness in secondary school students
• Investigating the effects of blended learning models on student engagement and achievement in secondary education
• The role of physical education in promoting physical health and well-being among secondary school students
• Investigating the effects of gender on academic achievement and career aspirations in secondary education
• Exploring the benefits of multicultural literature in promoting cultural awareness and empathy among secondary school students
• The impact of school counseling services on student mental health and well-being in secondary schools
• Exploring the benefits of vocational education and training in preparing secondary school students for the workforce
• The role of digital literacy in preparing secondary school students for the digital age
• The influence of parental involvement on academic success and well-being of secondary school students
• The impact of social-emotional learning programs on secondary school students’ well-being and academic success
• The role of character education in fostering ethical and responsible behavior in secondary school students
• Examining the effects of digital citizenship education on responsible and ethical technology use among secondary school students
• The impact of parental involvement in school decision-making processes on student outcomes in secondary schools
• The role of educational technology in promoting personalized learning experiences in secondary schools
• The impact of inclusive education on the social and academic outcomes of students with disabilities in secondary schools
• The influence of parental support on academic motivation and achievement in secondary education
• The role of school climate in promoting positive behavior and well-being among secondary school students
• Examining the effects of peer mentoring programs on academic achievement and social-emotional development in secondary schools
• Examining the effects of teacher-student relationships on student motivation and achievement in secondary schools
• Exploring the benefits of service-learning programs in promoting civic engagement among secondary school students
• The impact of educational policies on educational equity and access in secondary education
• Examining the effects of homework on academic achievement and student well-being in secondary education
• Investigating the effects of different assessment methods on student performance in secondary schools
• Examining the effects of single-sex education on academic performance and gender stereotypes in secondary schools
• The role of mentoring programs in supporting the transition from secondary to post-secondary education

Tertiary Education

• The role of student support services in promoting academic success and well-being in higher education
• The impact of internationalization initiatives on students’ intercultural competence and global perspectives in tertiary education
• Investigating the effects of active learning classrooms and learning spaces on student engagement and learning outcomes in tertiary education
• Exploring the benefits of service-learning experiences in fostering civic engagement and social responsibility in higher education
• The influence of learning communities and collaborative learning environments on student academic and social integration in higher education
• Exploring the benefits of undergraduate research experiences in fostering critical thinking and scientific inquiry skills
• Investigating the effects of academic advising and mentoring on student retention and degree completion in higher education
• The role of student engagement and involvement in co-curricular activities on holistic student development in higher education
• The impact of multicultural education on fostering cultural competence and diversity appreciation in higher education
• The role of internships and work-integrated learning experiences in enhancing students’ employability and career outcomes
• Examining the effects of assessment and feedback practices on student learning and academic achievement in tertiary education
• The influence of faculty professional development on instructional practices and student outcomes in tertiary education
• The influence of faculty-student relationships on student success and well-being in tertiary education
• The impact of college transition programs on students’ academic and social adjustment to higher education
• The impact of online learning platforms on student learning outcomes in higher education
• The impact of financial aid and scholarships on access and persistence in higher education
• The influence of student leadership and involvement in extracurricular activities on personal development and campus engagement
• Exploring the benefits of competency-based education in developing job-specific skills in tertiary students
• Examining the effects of flipped classroom models on student learning and retention in higher education
• Exploring the benefits of online collaboration and virtual team projects in developing teamwork skills in tertiary students
• Investigating the effects of diversity and inclusion initiatives on campus climate and student experiences in tertiary education
• The influence of study abroad programs on intercultural competence and global perspectives of college students
• Investigating the effects of peer mentoring and tutoring programs on student retention and academic performance in tertiary education
• Investigating the effectiveness of active learning strategies in promoting student engagement and achievement in tertiary education
• Investigating the effects of blended learning models and hybrid courses on student learning and satisfaction in higher education
• The role of digital literacy and information literacy skills in supporting student success in the digital age
• Investigating the effects of experiential learning opportunities on career readiness and employability of college students
• The impact of e-portfolios on student reflection, self-assessment, and showcasing of learning in higher education
• The role of technology in enhancing collaborative learning experiences in tertiary classrooms
• The impact of research opportunities on undergraduate student engagement and pursuit of advanced degrees
• Examining the effects of competency-based assessment on measuring student learning and achievement in tertiary education
• Examining the effects of interdisciplinary programs and courses on critical thinking and problem-solving skills in college students
• The role of inclusive education and accessibility in promoting equitable learning experiences for diverse student populations
• The role of career counseling and guidance in supporting students’ career decision-making in tertiary education
• The influence of faculty diversity and representation on student success and inclusive learning environments in higher education

Education-Related Dissertations & Theses

While the ideas we’ve presented above are a decent starting point for finding a research topic in education, they are fairly generic and non-specific. So, it helps to look at actual dissertations and theses in the education space to see how this all comes together in practice.

Below, we’ve included a selection of education-related research projects to help refine your thinking. These are actual dissertations and theses, written as part of Master’s and PhD-level programs, so they can provide some useful insight as to what a research topic looks like in practice.

• From Rural to Urban: Education Conditions of Migrant Children in China (Wang, 2019)
• Energy Renovation While Learning English: A Guidebook for Elementary ESL Teachers (Yang, 2019)
• A Reanalyses of Intercorrelational Matrices of Visual and Verbal Learners’ Abilities, Cognitive Styles, and Learning Preferences (Fox, 2020)
• A study of the elementary math program utilized by a mid-Missouri school district (Barabas, 2020)
• Instructor formative assessment practices in virtual learning environments : a posthumanist sociomaterial perspective (Burcks, 2019)
• Higher education students services: a qualitative study of two mid-size universities’ direct exchange programs (Kinde, 2020)
• Exploring editorial leadership : a qualitative study of scholastic journalism advisers teaching leadership in Missouri secondary schools (Lewis, 2020)
• Selling the virtual university: a multimodal discourse analysis of marketing for online learning (Ludwig, 2020)
• Advocacy and accountability in school counselling: assessing the use of data as related to professional self-efficacy (Matthews, 2020)
• The use of an application screening assessment as a predictor of teaching retention at a midwestern, K-12, public school district (Scarbrough, 2020)
• Core values driving sustained elite performance cultures (Beiner, 2020)
• Educative features of upper elementary Eureka math curriculum (Dwiggins, 2020)
• How female principals nurture adult learning opportunities in successful high schools with challenging student demographics (Woodward, 2020)
• The disproportionality of Black Males in Special Education: A Case Study Analysis of Educator Perceptions in a Southeastern Urban High School (McCrae, 2021)

As you can see, these research topics are a lot more focused than the generic topic ideas we presented earlier. So, in order for you to develop a high-quality research topic, you’ll need to get specific and laser-focused on a specific context with specific variables of interest.  In the video below, we explore some other important things you’ll need to consider when crafting your research topic.

Get 1-On-1 Help

If you’re still unsure about how to find a quality research topic within education, check out our Research Topic Kickstarter service, which is the perfect starting point for developing a unique, well-justified research topic.

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64 Comments

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Special education

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Research title related to school of students

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Research title related to students

My field is research measurement and evaluation. Need dissertation topics in the field

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Write on action research topic, using guidance and counseling to address unwanted teenage pregnancy in school

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parental involvement and students academic performance

Science education topics?

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Kindly help me with the research questions on the topic” Effects of workplace conflict on the employees’ job performance”. The effects can be applicable in every institution,enterprise or organisation.

Greetings, I am a student majoring in Sociology and minoring in Public Administration. I’m considering any recommended research topic in the field of Sociology.

I’m a student pursuing Mphil in Basic education and I’m considering any recommended research proposal topic in my field of study

Research Defense for students in senior high

Kindly help me with a research topic in educational psychology. Ph.D level. Thank you.

Project-based learning is a teaching/learning type,if well applied in a classroom setting will yield serious positive impact. What can a teacher do to implement this in a disadvantaged zone like “North West Region of Cameroon ( hinterland) where war has brought about prolonged and untold sufferings on the indegins?

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I wish to get help on topics of research on educational administration PhD level

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I would to inquire on research topics on Educational psychology, Masters degree

I am PhD student, I am searching my Research topic, It should be innovative,my area of interest is online education,use of technology in education

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Look at British Library as they keep a copy of all PhDs in the UK Core.ac.uk to access Open University and 6 other university e-archives, pdf downloads mostly available, all free.

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Am a PhD student in Educational Foundations would like a sociological topic. Thank

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Greetings and Regards I am a doctoral student in the field of philosophy of education. I am looking for a new topic for my thesis. Because of my work in the elementary school, I am looking for a topic that is from the field of elementary education and is related to the philosophy of education.

Masters student in the field of curriculum, any ideas of a research topic on low achiever students

In the field of curriculum any ideas of a research topic on deconalization in contextualization of digital teaching and learning through in higher education

Amazing guidelines

I am a graduate with two masters. 1) Master of arts in religious studies and 2) Master in education in foundations of education. I intend to do a Ph.D. on my second master’s, however, I need to bring both masters together through my Ph.D. research. can I do something like, ” The contribution of Philosophy of education for a quality religion education in Kenya”? kindly, assist and be free to suggest a similar topic that will bring together the two masters. thanks in advance

Hi, I am an Early childhood trainer as well as a researcher, I need more support on this topic: The impact of early childhood education on later academic success.

I’m a student in upper level secondary school and I need your support in this research topics: “Impact of incorporating project -based learning in teaching English language skills in secondary schools”.

Although research activities and topics should stem from reflection on one’s practice, I found this site valuable as it effectively addressed many issues we have been experiencing as practitioners.

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Category: PHE Current Issues

This category includes essays and articles on a wide range of topics. Read what’s good and what the challenges are about current teaching and coaching practices, and what physical and health education must do to thrive in the future. It’s a place to share, discuss, and debate ideas. Read and join the conversation.

What Does Quality Physical Education Have to Do with Military Readiness?

• By: Stu Ryan and Chad McCord
• December 2nd, 2023

As a longtime physical educator, I know and value the importance of quality physical education to our children’s well-being. I am also a military veteran raised by two veteran parents and have two siblings who also served in the military. Needless to say, like physical education, I also value the military and how it protects its citizens from threats and supports peace and stability worldwide. Naturally, both professions are tied to the common goal of high levels of quality physical fitness. Unfortunately, both professions are currently struggling to meet this goal, and the consequence of this continuing failure puts nations at risk.

Fitness in our Schools The necessity to improve physical fitness and overall health in school-aged children in the United States has received considerable attention ever since the Kraus-Weber Test was national news in 1953 for revealing American children’s poor fitness scores when it came to postural muscles and flexibility (Kraus & Hirschland, 1953). President Eisenhower established the President’s Council on Youth Fitness in 1956 in response to the test results with the goal of promoting youth fitness (Esmonde & Jette, 2021). Regardless of the continuous efforts of the President’s Council on Youth Fitness over the past 80 years, youth physical activity levels have struggled.

Leading as a Scholar with a Physical Limitation: If You Cannot Do It – Can You Teach It?

• By: Aubrey Shaw
• June 28th, 2023

(Article 4 of 5)

People with physical disabilities hold limited positions as scholars, teachers, or leaders in physical education, recreation, and sport. Perhaps the reason is that the field is flooded with able-bodied people who think they know best. But do they? Michael Oliver, imminent writer, and scholar argued that people with physical disabilities should be the only ones in the field of disability studies because they have a bodily experience with disabilities. The following five-part article series shares the perspective of a scholar in the field of disability sports who has her own physical limitations. In each article, she discusses a different issue a person with a physical disability faces in the profession of physical education, recreation, and sport.

Part IV: If You Cannot Do It – Can You Teach It?

Texas Law Requires Interscholastic Sports for Students with Disabilities

• By: Phillip Conatser and Monica Garcia
• May 18th, 2023

Introduction The authors hope this Bill could be introduced in your state to help students with disabilities gain equal access to and equality for sports equivalent to what is offered to nondisabled students.  The article will present Texas Senate Bill 776, highlighting notable sections, language suggestions, the need for state disability sports laws, arguments presented for this Bill, proposed advocacy, and recommendations for implementation. Texas, for example, has organized interscholastic men’s sports for over 100 years and women’s for 50 years (Title IX. 1972), it’s time students with disabilities have the same equality and equity opportunities (i.e., funding, coaches, full seasons, competitions, uniforms, etc.).  SB776 mandates Texas interscholastic sports and school districts to “own/run/manage” all aspects of disability sports and does not allow the “pawn off” responsibility to nonprofit volunteer organizations. Implementation is the sole responsibility of the state’s interscholastic sports league. It is crucial that students with disabilities are presented with the same sports opportunity.  Pertinent stakeholders should be aware of mandated laws, such as SB776, that provide competitive sports for students with disabilities. Community engagement as well as organizational efforts are warranted interscholastic sports and school districts to fulfill their responsibility.

TX SB776 | 2021-2022 | 87th Legislature

Help Revise the National PE Standards

• By: SHAPE America
• February 23rd, 2023

School districts across the country rely on SHAPE America’s National Standards and Grade-Level Outcomes for K-12 Physical Education in order to develop their own standards, frameworks and curricula.

As part of the ongoing standards revision process, SHAPE America’s National Physical Education Standards Task Force has tirelessly gathered research and best practices from education experts throughout the world, and has collected feedback from the HPE community. Based on the feedback from the first round of Public Review and Comment, SHAPE America, and the National Physical Education Standards Task Force have developed proposed Student Attributes and Draft Standards, which are now available for your review and comments. Don’t miss your chance to share your feedback during this second round of Public Review and Comment .

The Revision of the National Health Education and Physical Education Standards: An Administrative Perspective

• By: Judy LoBianco
• February 17th, 2023

As we begin a new year, the Society of Health and Physical Educators ( SHAPE America ) continues to engage two national task forces to revise the national standards in health and physical education and I consider this work to be critical to the future of our profession. In regularly reviewing and revising our standards, we make certain that we include the latest research, hands-on teacher experiences, and best instructional practices from the field. Additionally, it allows us to continue to take a critical look at how our society and education have evolved around the essential work of student wellness in our schools.

In recent years, I served at my state level on our standards review team and found the work to be invaluable in serving the needs of every student. We made a lasting commitment to forging forward with progressive and responsive core ideas and disciplinary practices that speak to every community in my diverse state of New Jersey.  This is the task ahead for the national revision. In order to serve the needs of our young people across the nation, SHAPE America has the momentous responsibility of building national standards that echo the voice of every child in America.

I believe that this significant task means incorporating the very latest research on the critical and essential skills of physical movement in physical education and a focus on skill-based health education to foster a classroom of inquiry-based instruction.  We must incorporate the ability of students to contribute to and create a learning environment where they can thrive, grow and learn. Our future standards must reflect that student-focused approach.

The Educator Within: A Personal Reflection

• By: Deborah Cadorette
• January 27th, 2023

I share my thoughts about my life journey and inspire students to trust and be all they can be from within. The following reflection is based on my interpretation of The God in You, by Robert Collier © 1937.  This is one of many books in my library chosen for the silent early hours of predawn. I hope it helps you reflect on why you do what you do – what we do, in working with youth.

A Perceived Philosophical Conflict

• By: Chris Ruffolo
• January 20th, 2023

I am the only female in my high school PE department.  It’s been this way for 20 years.  The one time another female came in she tried to out-alpha the football coach and got removed from teaching PE and placed in Health.  I think she might have taught one section of PE in the two years she was here, and I think it was Adapted PE. Since we’ve had a fully working weight room, it was always paired with the football coach.  We got a new one this year, the fifth in my tenure working at this same high school.  As soon as I heard he teaches through an app I put my judgmental hat on.  Without any notion of what he does or how he does it, I decided we were adversaries.

Coaches who also teach a class based on using your body trend toward it being  visually productive .  It is much more about ‘making sure’ everyone is doing what they are ‘supposed’ to be doing and ‘working hard’.  The culture of sport (and the newer sport-as-fitness) revolves around the premise of effort equals results.  It dictates that you must remove sensation to be successful.  You are battling your body, not listening to or being led by it.

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Physical Education Dissertation Topics

Published by Grace Graffin at January 5th, 2023 , Revised On May 2, 2024

Due to the growing importance of physical education, a majority of educational institutions have introduced it as a subject that students can choose as their major for their graduation. However, what comes with it is submitting a dissertation to complete your degree.

As a student of physical education, you might be in limbo as to which topic you should choose for your dissertation that is unique and relevant. After all, your future is dependent on it. Choosing the right dissertation topic is the first step toward writing a powerful dissertation that is accepted by your professors.

When choosing a physical education dissertation topic, you need to keep in mind that the topic is current, unique and adds value to what you have learned. To help you with the process of choosing the right topic, this blog contains a list of physical education dissertation topics.

You may also want to start your dissertation by requesting a brief research proposal from our writers on any of these topics, which includes an introduction to the problem, research question, aim and objectives, literature review, and the proposed methodology of research to be conducted. Let us know if you need any help in getting started.

Check our example dissertation to get an idea of how to structure your dissertation .

You can review step by step guide on how to write your dissertation here .

Also read: Education dissertation topics , healthcare dissertation topics , and nursing dissertation topics .

Latest Physical Education Dissertation Topics

Topic 1: investigating the impacts of improving physical education in schools on the development of children’s confidence, endurance and quick integration capability..

Research Aim: The present study aims to investigate the impacts of improving physical education in schools for developing children’s confidence, endurance, and quick integration capability.

Objectives:

• To analyse the importance of physical education in schools for proper growth of children.
• To examine how advanced physical education in schools helps children to develop their confidence, endurance, and quick integration capacity.
• To recommend what can be involved in physical education for improvement that may help develop confidence, endurance, and quick integration capacity of children.

Topic 2: Analysing different types of fine motor activities to help myriad health issues – a study on autistic children in the UK.

Research Aim: The present study aims to explain different types of fine motor activities that help address various health issues, as this study will specifically focus on autistic children in the UK.

• To share comprehensive knowledge about different types of fine motor activities.
• To explain the benefits of practising fine motor activities in addressing different health issues referring to the problem of autism in children in the UK.
• To provide a set of recommendations for the advancement of fine motor activities to address the health problem of autistic children in the UK.

Topic 3: Examining the significance of integrating physical education in the Montessori curriculum in the UK.

Research Aim: The present study aims to explicate the significance of integrating physical education into the Montessori curriculum in the UK.

• To explain the benefits of physical education in school for the growth of students.
• To comprehend the importance of integrating physical education in the Montessori curriculum in the UK.
• To share ideas about how physical education can be integrated and practised in the Montessori curriculum in the UK.

Topic 4: A study on the use of health rate monitors and health tracking to support the practices of advanced physical education.

Research Aim: The present study aims to explicate the usefulness of heath rate monitors and health tracking that support the practices of advanced physical education.

• To describe the usefulness of health rate monitors and health tracking equipment.
• To interpret the role of health monitors and health tracking to support improved practices in physical education.
• To recommend strategies for how health rate monitors and health tracking can be used to get the best possible results in physical education.

Topic 5: Exploring the increasing trend of computer-based fitness programs in the UK – a study on people’s changing behaviour during lockdown.

Research Aim: The present study aims to explore the increasing trend of computer-based fitness programs in the UK and will focus on people’s changing behaviour during the lockdown.

• To explain the effectiveness of computer-based fitness programs and their health benefits.
• To examine how computer-based fitness programs are becoming an increasing trend and popular during the lockdown.
• To suggest strategies for advanced computer-based fitness programs that can help address the changing behaviour of people during the lockdown.

More Physical Education Dissertation Topics

Topic 1: modern physical education versus the traditional physical education – a comparison.

Research Aim: The main aim of this research will be to compare the traditional physical education programs and the ones in place today. The research will start by talking about the traditional physical education programs and then introduce the ones that are being practised today. It will then move towards comparing programs one by one. The research will use a secondary data collection method to analyse already published data and conclude which physical education is better.

Topic 2: Assessing the Impact of Physical Education on Mental Health

Research Aim: This research will aim to explore the impact of physical education on mental health. There is a lot of evidence that physical education has a positive impact on the mental health of individuals, and this research will aim to assess the impact of the same. Existing research will be analysed in order to do an in-depth study into the impact of physical education on mental health.

Topic 3: Analysing Student Behavior and Engagement in Physical Education Classes

Research Aim: Physical Education classes have been a part of the academic system for years now; however, the understanding and concept of this education are changing. More and more institutions are now emphasising these classes and promoting physical education among students. This research will explore student behaviour and engagement in physical education classes and will suggest effective ways to enhance and increase engagement.

Topic 4: Planning Physical Education Programs to Produce Effective Results

Research Aim: The main aim of this research will be to understand how physical education programs should be planned in order to produce results that are effective for students. The study will assess currently planned programs in order to evaluate how these should be changed for the better and how they can help produce effective results.

Topic 5: Role of Teachers in Enhancing Students’ Engagement in Physical Education Lessons

Research Aim : Teachers always play an important role in academics. This research will explore how important teachers are in physical education in enhancing students’ engagement towards exercise. Given the benefits of physical education, it is essential for teachers to make sure that the right strategies are devised to drive students’ engagement, and the same will be assessed and analysed in this research. The study will also provide effective strategies that teachers should implement in order to produce effective results from student engagement.

Topic 6: Should Physical Education Lessons Differ for Males and Females?

Research Aim: A lot is argued about the physical education curriculum and that lessons should differ for males and females. This research will deep dive into the different lessons that are offered, and based on the analysis, the research will conclude if lessons should differ for males and females. The study will be based on secondary data.

Topic 7: Do Physical Education Classes Promote the Importance of a Healthy Lifestyle?

Research Aim: It is believed that physical education classes promote a healthy lifestyle; however, there is no authentic evidence. This research will aim to prove whether physical education promotes a healthy lifestyle or not. In either case, the research will analyse the impact of physical education on individuals’ lifestyles and how it helps them improve their way of living.

Topic 8: Physical Education and Technology – How Well do the Two Integrate?

Research Aim: Just like other forms of education, physical education and technology integrate well together. With the help of technology, physical education is offered using various aids, for example, visual aids, online classes, examples videos available online and much more. This research will assess how well physical education is offered with the help of technology and how it helps individuals gain access to effective lessons.

Topic 9: Assessing the Effectiveness of Virtual Physical Education Classes

Research Aim: Online physical education classes have emerged popular in the past year. With the pandemic’s major reason, virtual classes have opened a new avenue for physical education classes. This research will aim to assess how effective virtual physical education classes have been and how they have helped in enhancing students’ engagement and interest in these classes.

Topic 10: Accountability in Physical Education Lessons – How do Students Respond?

Research Aim: Just like all other classes hold students responsible and accountable for their learning, physical education should also follow the same pattern. While a lot of people argue against this, this research will weigh both sides. It will discuss and assess the pros and cons of holding students accountable for their physical education and will also talk about how students respond to accountability in these classes.

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Topic 11: Devising Strategies for Different Levels of Physical Education

Research Aim: This research will discuss the various strategies that are needed for devising physical education lessons for different classes. The study will talk about how different grades require a different level of physical education and will then present useful strategies that teachers can devise according to the grade and students’ age.

Topic 12: Should Universities Include Physical Education Lessons in their Curriculum?

Research Aim: Usually, physical education is not a part of universities’ curriculum. It is found in schools’ curricula or colleges, at best. This research will argue whether physical education should be introduced in all universities or not. It will present arguments for both sides, and based on the debate, the study will conclude as to whether introducing physical education in all universities’ curriculum is feasible or not.

Topic 13: Assessing Different Physical Education Teaching Styles and their Impact on Students

Research Aim: Just like the regular subject teachers, physical education teachers also have their own style, and each teacher is different from the other. This research will talk about the set of characteristics and traits that a physical education teacher should possess in order to produce results. The study will also assess the impact of different teaching styles on students to give an in-depth idea as to which style is effective and should be adopted.

Topic 14: Exploring the Challenges in Physical Education Lessons

Research Aim: Physical education comes with its own set of challenges. Not all students are interested in taking these classes; some of them are irregular, some do not respond well, and others do not take instructions seriously. On the flip side, there are challenges related to the instructors as well. This research will discuss challenges on both sides of the coin and will suggest how these challenges can be handled effectively.

Topic 15: Understanding the association between Counseling and Physical Education Lessons

Research Aim: Physical education is often linked to mental health. A lot of people argue that physical education is essential for people seeking help for their mental health. Thus, this research will go a step ahead and will aim to understand the relationship between counselling and physical education. It will aim to conduct interviews with people who are attending counselling sessions as well as physical education lessons to improve their mental health.

Topic 16: Diet, Physical Education, and Health – How are the three interlinked?

Research Aim: A common misconception is that physical education is all about exercise and sports. This research will aim to bust this myth and show how diet and overall health (mental and physical) are linked to physical education. The study will discuss how the three go hand-in-hand and how one leads to another.

Topic 17: Does Physical Education Enhance Students’ Academic Career?

Research Aim: While physical education does improve an individual’s well-being, does it enhance a student’s academic career as well? This research will aim to understand the same. This thesis will explore how physical education can or cannot help a student achieve his/her academic goals.

Topic 18: Impact of Physical Education on Personality Development – An Analysis

Research Aim: Physical education builds character and develops an individual’s personality, as well. This research will analyse the same and understand how physical education helps in personality development and why educational institutions emphasise and include physical education in their curriculum. The study will assess students who are a part of physical education lessons versus students who are only involved in academics and will then compare the results.

Topic 19: Studying the Impact of Introducing Physical Education in Students’ Early Years

Research Aim: Physical education should be introduced early in a student’s academic life. This is argued by a lot of physical education proponents. This research will study this claim and find out how effective it is for students to be introduced to physical education early in their academic life.

Topic 20: Comparing the Benefits and Challenges of Physical Education

Research Aim: Not many people favour physical education as a subject in schools and colleges. This research will aim to compare the benefits and challenges of physical education lessons by discussing the pros and cons. It will then conclude whether physical education is beneficial for students or not.

Topic 21: The Role of Gender in Employing Physical Education

Research Aim: This research investigates the influence of gender on employment patterns, opportunities, and challenges within the field of physical education. The study focuses on understanding disparities and potential strategies for achieving greater gender equity in employment.

Topic 22: The Impact of Physical Education in Reducing Obesity in Students

Research Aim: This study examines the effectiveness of physical education programs in reducing obesity among students. The research also explores the various components of these programs, such as curriculum design, duration, intensity, and extracurricular support. It aims to identify the key factors that contribute to successful obesity reduction outcomes and to provide evidence-based recommendations for optimising physical education interventions to combat obesity effectively in school-aged children.

Topic 23: Exploring the Impact of Visual Aids in PE Teaching

Research Aim: This study investigates the impact of incorporating visual aids in physical education (PE) teaching practices. It seeks to explore how visual aids, like videos influence student engagement and the overall effectiveness of PE instruction. Additionally, the research aims to identify best practices for integrating visual aids into PE curriculum and pedagogy. It offers insights to enhance teaching methods and improve the learning experience for students in physical education settings.

Topic 24: Investigating the Impact of Virtual Physical Education Classes

Research Aim: This research investigates the impact of virtual physical education (PE) classes on student engagement and physical activity levels. It seeks to explore how virtual PE instruction affects achieving learning outcomes comparable to traditional in-person classes. The study further examines virtual PE’s potential benefits and challenges, including accessibility, technology integration, and instructor-student interactions. 

Topic 25: An Analysis of the Physical and Mental Health of Students After PE

Research Aim: This study aims to conduct an analysis of the physical and mental health outcomes of students following participation in physical education (PE) classes. It explores the immediate and long-term effects of PE on physical fitness, cardiovascular health, mental well-being, and academic performance. Additionally, it explores factors influencing these outcomes, such as the intensity and duration of PE sessions and instructor effectiveness. 

Topic 26: Exploring the Need for Physical Education at the College Level to Improve the Mental Health of Students

Research Aim: This research explores the importance of physical education (PE) programs at the college level in enhancing the mental health of students. It investigates the benefits of incorporating physical activity into college curricula, including its impact on stress reduction, mood regulation, and overall psychological well-being. The research also identifies barriers and facilitators to implementing PE initiatives in higher education settings and assesses student attitudes and perceptions towards such programs. 

Topic 27: Investigating How Physical Activity Can Improve the Immune System in Adults

Research Aim: This study investigates the relationship between physical activity and immune system function in adults. It explores the impact of regular exercise on various aspects of immune function, including immune cell activity and susceptibility to infectious diseases. Additionally, the research examines mechanisms underlying the immunomodulatory effects of physical activity, such as changes in inflammation levels and metabolic health.

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Engaging Students in Physical Education

Sarah sliwa.

Health scientist in the Division of Population Health at the Centers for Disease Control and Prevention in Atlanta, GA

Allison Nihiser

Health scientist in the Division of Nutrition, Physical Activity, and Obesity Prevention, at the Centers for Disease Control and Prevention in Atlanta, GA

Nathan McCaughtry

Assistant dean in the Division of Kinesiology, Health and Sport Studies at Wayne State University in Detroit, MI

Associate professor in the Department of Health Promotion and Physical Education at Kennesaw State University in Kennesaw, GA

Shannon Michael

A well-designed physical education (PE) program is inclusive, active, enjoyable and supportive (SHAPE America – Society of Health and Physical Educators, 2015 ). Irrespective of location, programs are affected by a host of issues in the midst of various school and community climates. Trends toward urbanization in the United States (U.S. Census Bureau, 2012 ) and worldwide ( World Health Organization, 2016 ) suggest that more and more PE teachers will be working in urban settings.

In October 2009, JOPERD published a special symposium about “Engaging Urban Youths in Physical Education and Physical Activity” (Murgia & McCullick, 2009). Seven years later, many of those considerations remain relevant, such as large class sizes ( Dyson, Coviello, DiCesare, & Dyson, 2009 ; Schmidlein, Vickers, & Chepyator-Thomson, 2014 ) and limited access to equipment ( Schmidlein et al., 2014 ), a dedicated gymnasium ( Fernandes & Sturm, 2010 ), or outdoor space ( Dyson et al., 2009 ; Hobin et al., 2013 ). These structural challenges matter. For example, some data suggest that larger class sizes and indoor lessons are associated with students spending significantly less time in moderate-to-vigorous physical activity and with teachers spending more time on classroom management ( Skala et al., 2012 ). In addition, high rates of teacher turnover ( Ingersoll, Merrill, & Stuckey, 2014 ), difficulties communicating with English language learners (ELLs; Kena et al., 2016 ), and low self-efficacy ( Fletcher, Mandigo, & Kosnik, 2013 ) affect teachers’ ability to engage students in PE in urban settings.

The purpose of this article is to identify attributes of urban settings that influence how PE is taught, and to provide action-oriented strategies for addressing challenges and making the most of available resources.

To start the process, the authors conducted a comprehensive literature search to identify journal articles about urban PE, published between 1980 and 2015 from CINAHL, PubMed, Sociological Abstracts, ERIC, PsycNET, SPORTDiscus, and Google Scholar. The search identified 135 articles on research that took place in the United States, Canada or the United Kingdom; that included urban settings; and that addressed PE. The research team reviewed and coded articles to identify recurrent themes. The authors then prioritized themes that they believed would be relevant and actionable for practitioners in urban settings and focused the review on actions that can be taken at the school level, where teachers have direct influence, as opposed to district-level strategies ( Tozer & Horsley, 2006 ).

The review was designed to look for articles featuring schools in urban areas. Still, some of these findings will likely resonate with readers who work outside of city spaces. For example, rural schools experience some of the same structural challenges (e.g., limited resources, shared space), demographic challenges (student mobility, ELL students), and contextual challenges (e.g., neighborhood safety, gang violence, high rates of child poverty) as many urban schools ( Hennessy et al., 2010 ; Hertz & Farrigan, 2016 ; Jacob, 2007 ; Moore et al., 2010 ). Similarly, teachers in all settings are likely to encounter disruptive behaviors ( Lavay, Henderson, French, & Guthrie, 2012 ).

The strategies discussed here highlight the importance of preservice training and ongoing professional development, reflective and responsive instructional practices, and partnerships with academic and community institutions.

Tailor Professional Development and Physical Education Teacher Education Training for Teachers in Urban Settings

Recent graduates of physical education teacher education (PETE) programs may be underprepared and overwhelmed when starting work in urban schools, especially new teachers who have had no prior professional experience in this setting ( O’Neill, 2009 ; Sato, Fisette, & Walton, 2013 ) and those whose sociodemographic and geographic backgrounds differ from those of their students ( Culp, 2011 ; O’Neill, 2009; Pope & O’Sullivan, 1998 ). Some research has suggested that veteran PE teachers may become frustrated when changing community demographics require adaptations to an established teaching approach ( Chen, 1999 ; Griffin, 1985 ). Several studies have described scenarios where white PE teachers in schools with a majority of minority students found it difficult to effectively connect with students ( Chen, 1999 ; Flory & McCaughtry, 2014 ; Griffin, 1985 ; O’Neill, 2009; Pope & O’Sullivan, 1998 ).

Increasing teachers’ cultural competency may help ease some, but not all, of this friction. Although PE teachers from communities of color may demonstrate greater cultural competency than their white counterparts ( Harrison, Carson, & Burden, 2010 ), starting work in a new school underprepared is challenging nonetheless ( Sato, et al., 2013 ). In one qualitative study, several black PE teacher candidates reported feeling unsure of how to navigate cultural norms and stereotypes, including students’ perceptions of “white” and “suburban” sports (e.g., lacrosse), after starting to work in urban areas without relevant preservice training ( Sato et al., 2013 ). Recognizing this reality, faculty at multiple institutions have called for more specialized training that better prepares preservice students and early-career teachers for working in urban settings by including coursework and readings that address sociocultural issues, by placing less emphasis on team sports, and by increasing preservice teachers’ exposure to schools in urban communities ( Chase et al., 2011 ; Flory & McCaughtry, 2014 ).

Enhance Participation by Communicating Relevance, Creating a Mastery Climate, and Connecting with Students

Identify relevant content and instructional practices.

Some PE teachers in urban settings have difficulty determining appropriate content to teach and have identified a tension between wanting to introduce students to a variety of ways to be active and deferring to games and sports that students identify with culturally and locally in order to maximize engagement and minimize conflict (i.e., “culture of basketball”; Culp, 2011 ; McCaughtry, Barnard, Martin, Shen, & Kulinna, 2006 ). Indeed, many students who do not perceive PE content to be personally relevant are inclined to disengage from the learning process, regardless of the setting. Finding the contextually appropriate balance between selecting PE content that resonates with student culture and exposing students to new movement opportunities can be challenging ( McCaughtry, Barnard, et al., 2006 ). Nevertheless, teachers should consider this seriously to maximize students’ connection and engagement with content ( McCaughtry, Barnard, et al., 2006 ).

As in many areas, especially those with large class sizes ( Bevans et al., 2010 ), urban PE teachers often spend large portions of PE classes on classroom management ( Dyson et al., 2009 ; Skala et al., 2012 ). Although PE teachers may be unable to directly address some of the underlying “outside of the classroom” challenges to student engagement (e.g., food insecurity, community violence; Borofsky, Kellerman, Baucom, Oliver, & Margolin, 2013 ; Culp, 2011 ; Lawson & Lawson, 2013 ), increasing teachers’ toolbox of pedagogical strategies and self-efficacy can assist teachers in maintaining a strong, learning-focused climate ( Martin, McCaughtry, Kulinna, & Cothran, 2009 ).

Some researchers have found that teacher interactions that support students’ personal and social responsibility and accountability are associated with fewer disruptions, increased participation, and greater enjoyment of PE ( Balderson & Sharpe, 2005 ; Garn, McCaughtry, Shen, Martin, & Fahlman, 2011 ; Li, Wright, Rukavina, & Pickering, 2008 ). In an effort to support active participation and to limit off-task activities, some teachers offer games over skills-based activities because students might enjoy games more than repetitive skill learning. However, students who seek attention from peers may see large-sided games as an opportunity to showcase disruptive behavior for a ready audience ( Garn et al., 2011 ; Rovegno, 2008 ). Reducing the visibility of any one child’s performance or skill via small-sided games or activities may reduce some disruptions when students feel less on display ( Garn et al., 2011 ). Researchers and teachers alike have also identified split-gym, smaller-group activities, and circuits as effective ways of increasing movement in a large class within limited outdoor or indoor space ( Chase et al., 2011 ). How teachers communicate with students and the kinds of feedback they give can further influence student engagement ( Kahan, 2013 ; Morgan & Kingston 2008 ).

Create a Mastery Climate

Previous reviews have highlighted the importance of a mastery-focused environment ( Rovegno, 2008 ) that supports student engagement, effort and enjoyment in PE ( Gutierrez & Ruiz, 2009 ; Martinek & Williams, 1997 ; Morgan & Kingston, 2008 ). Providing feedback and input regarding student progress is an important piece of creating a mastery climate, and PE teachers should be mindful of the kinds of comments they give in public and what attributes they emphasize (e.g., effort versus performance; Morgan & Kingston, 2008 ).

Other mastery-supportive practices include ( Kahan, 2013 ):

• providing students with opportunities to practice in small groups or with a partner;
• placing less importance on winning; and
• teaching activities that do not favor the most skilled students.

Connect with Students

Building a sense of relatedness, that is, students’ perceived connection to their PE teachers and classmates, can enhance motivation for physical activity in PE ( Cothran & Ennis, 1999 ; Shen, McCaughtry, Fahlman, & Garn, 2012 ). Showing interest in students can help build that sense of relatedness and also boost teachers’ own satisfaction ( Culp, 2011 ). Conversations with students can also help teachers gather information to increase the relevance of their lessons. For teachers with a large proportion of ELLs, learning a few phrases in students’ native languages can help foster a connection ( Flory & McCaughtry, 2011 ). Researchers have also called for increased cultural competency ( Harrison et al., 2010 ) and culturally relevant PE curricula in urban settings ( Flory & McCaughtry, 2014 ) and more generally ( Choi & Chepyator-Thomson, 2011 ; Culp, 2013 ), in recognition of the growing ethnic and racial diversity across the United States ( Colby & Ort-man, 2015 ; Johnson & Lichter, 2010 ). Cultural competency requires teachers to become knowledgeable about their students, and to continuously observe, reflect and adapt ( Flory & McCaughtry, 2014 ; Harrison et al., 2010 ). This process seems broadly relevant to increasing student engagement.

Actions to Support Student Engagement

Here are some actions PE teachers can take to support student engagement.

Ask your students! Do what you can to know your students and to become known by students, parents and the community ( Flory & McCaughtry, 2014 ). Learn about the activities that students like and want to learn and use this feedback to inform lesson plans ( Doolittle & Rukavina, 2014 ; Kahan, 2013 ; Stride, 2014 ). For example, when developing a coordinated school physical activity program in an urban middle school, one PE teacher offered volleyball and table tennis as sports early on due to strong interest from students, including many ethnic Chinese students, at the school ( Doolittle & Rukavina, 2014 ).

Increasing cultural competence involves becoming aware of one’s own assumptions, beliefs and biases ( Culp, 2013 ). Hidden biases may be influencing your performance expectations and interactions with students in ways you do not realize. Project Implicit ( https://implicit.harvard.edu/implicit/ ) provides validated assessments that have been widely used to test such hidden associations ( Nosek, Greenwald, & Banaji, 2005 ; Nosek & Smyth, 2007 ). These include no-cost assessments that are related to race, sex and weight.

Listen and “Bridge the Distance.”

Try to provide context for students’ comments and tie the conversation back to the curriculum ( Culp, 2011 ). Look for “teachable moments” that can both show respect for students’ experiences and advance understanding and learning ( Culp, 2013 ).

Brian Culp described how a teacher who taught in the southeastern United States, but who grew up playing ice hockey in Canada, reacted to his students when they laughed and said, “Black people don’t play hockey” ( Culp, 2011 ). Instead of ignoring the comment, the instructor came back to class with examples of black athletes in the National Hockey League and continued the planned lessons. He communicated relevance while providing an opportunity for students to develop skills related to a new sport ( Culp, 2011 ). Seeing someone who students believe is similar to them perform an action provides a “vicarious experience,” which can increase their confidence to perform that same action ( Bandura, 1977 ). Visual aids can be used to promote self-efficacy. As an example, teachers have reported greater participation among African-American girls in PE activities when presented with images/posters of black female athletes ( McCaughtry, Martin, Kulinna, & Cothran, 2006 ).

Address Challenges through Strategic Partnerships

Institutions of higher education are often an important asset in urban areas. Partnerships with these institutions can enhance PE by:

• training future leaders through PETE programs;
• providing professional development opportunities to current teachers and coordinating the development of professional learning communities ( Hemphill, Richards, Blankenship, Beck, & Keith, 2012 ; Tozer & Horsley, 2006 ) and teacher mentoring programs ( Cothran et al., 2009 ; Hemphill et al., 2012 ; Martin, McCaughtry, Kulinna, Cothran, & Faust, 2008 );
• piloting and evaluating new programs and curricula to help build the evidence base ( McCaughtry, Krause, McAuliffe, Miotke, & Price, 2012 ); and
• collaborating on competitive grant applications ( Hemphill et al., 2012 ; O’Sullivan, Tannehill, Knop, Pope, & Henninger, 1999 ).

Engaging preservice students in professional development opportunities with practicing urban PE teachers can yield mutual gains ( Hemphill et al., 2012 ; LaMaster, 2005 ). Through such partnerships, preservice students have gained more experience in school settings and have learned from veteran teachers who, in turn, were exposed to new activities and teaching approaches ( LaMaster, 2005 ). Similarly, school–university partnerships can enhance professional development opportunities.

One-day trainings risk overloading teachers with information ( Kulinna, McCaughtry, Cothran, & Martin, 2006 ). Additional supports and follow-up are needed to help teachers put into practice changes in curricula and assessments ( Kulinna et al., 2006 ; Kulinna, McCaughtry, Martin, & Cothran, 2011 ) or pedagogy (e.g., increase student-driven decision making; Ko, Wallhead, & Ward, 2006 ). Urban PE teacher–mentoring programs and peer learning opportunities can help fill the gap by providing support beyond inservice trainings ( Cothran et al., 2009 ; Martin et al., 2008 ).

Realistically, these collaborations take years to develop and multiple iterations to refine and troubleshoot ( Hemphill et al., 2012 ; LaMaster, 2005 ; McCaughtry et al., 2012 ; O’Sullivan et al., 1999 ). One example of an urban university–public school partnership is the Detroit Healthy Youth Initiative between faculty and staff at Wayne State University and the PE teachers and administrators at Detroit public schools. The initiative has been in action for about 15 years, and through this relationship a range of professional development opportunities and at-school support, including a mentor system, were created, and grant funding was secured to enhance teachers’ knowledge of wellness curricula, instructional technologies, and individualized lifetime-fitness activities ( McCaughtry et al., 2012 ). More information about this partnership and other successful university–school partnerships can be found in the JOPERD feature, “The Dynamics of Promoting Sustained School–University Partnerships” ( Patton, 2012 ).

The Carol M. White PEP Grant Program is one example of a funding mechanism that has been highlighted as a catalyst for collaboration between schools and universities ( Deglau & Barnes, 2009 ; Hemphill et al., 2012 ; Rovegno, 2008 ). This program is not currently authorized for funding under the Every Student Succeeds Act (ESSA), which means it lacks legal support to operate at this time. There are still opportunities to collaborate with academic partners on funding applications, as well as advocacy efforts and research initiatives to help make the case for dedicating more resources to PE.

Engage Community Partners to Address Structural Challenges

Schools located in urban settings are less likely to have a dedicated gymnasium or access to outdoor spaces ( Dyson et al., 2009 ; Fernandes & Sturm, 2010 ; Hobin et al., 2013 ). Just as joint-use agreements can extend the use of school facilities to parents and community members ( Jones & Wendel, 2015 ), agreements or permits with nearby community parks and playgrounds, universities, or recreation centers can support students’ use of facilities that are not available at school in order to connect students with community opportunities for physical activity to extend their learning in PE ( Chase et al., 2011 ; Doolittle & Rukavina, 2014 ). Applying for permits takes both time and knowledge of local government policies and personnel, yet this process can be taken on by a motivated teacher ( Doolittle & Rukavina, 2014 ).

It is not uncommon for PE teachers to purchase equipment with their own money ( McCaughtry, Barnard, et al., 2006 ). Though it may take time to establish them, partnerships with local businesses can secure in-kind donations or funding to support equipment purchases ( Chase et al., 2011 ). Similarly, university support on grant applications and funding requests can be leveraged to provide professional development and new equipment for PE ( Deglau & Barnes, 2009 ; McCaughtry et al., 2012 ). School fundraisers, organized through parent-led organizations or associations, can benefit PE programs ( Doolittle & Rukavina, 2014 ). Individual PE teachers or other school champions can apply to grant programs that are awarded at the school level ( Doolittle & Rukavina, 2014 ). These include national initiatives, such as Let’s Move! Active Schools, the Presidential Youth Fitness Program, Fuel Up to Play 60, state SHAPE/AHPERD organizations, and even private organizations that support causes related to physical activity, sport and children’s health (e.g., hospital networks, health insurance providers and their affiliated foundations).

Forming Partnerships with Institutions of Higher Education and Community Organizations

Much has been written about how successful university and K–12 school partnerships can develop and flourish ( Catelli, 1992 ; Hemphill et al., 2012 ; McCaughtry et al., 2012 ; O’Sullivan et al., 1999 ; VanSickle & Schaumleffel, 2015 ). School- and district-level administrators may already have relationships with university contacts. Teachers can approach school leaders with ideas for university collaborations to identify next steps.

Here are some dynamics to keep in mind:

• Before reaching out, assess your needs. What are you looking to gain through this partnership? Collect some information to back up your request. This could be as simple as reviewing your equipment and space, and then conducting a local inventory to identify nearby playgrounds, fields or recreation centers that could help meet needs through permits.
• Outline and agree to shared expectations. Create a memorandum of understanding before launching your work with a college or university. Consider what it would take to make the time investment worthwhile ( VanSickle & Schaumleffel, 2015 ). What outcomes does each organization expect will stem from this collaboration? Look for faculty members who have experience working in your community and a demonstrated interest in the goals and objectives of the proposed collaboration.
• Recognize the importance of different roles. Academic partners often bring knowledge of evaluation design and experience developing curricula and applying behavioral theories. Yet, school staff are experts on their school context, processes and interpersonal dynamics. It may take time to develop the relationships needed to communicate openly and to trust one another, but this is an essential step ( O’Sullivan et al., 1999 ).
• Make time to plan. Frequent meetings are seen as a valuable way to share and respond to successes and challenges ( LaMaster, 2005 ). Though time-intensive, retreats can be highly productive and can help to strengthen relationships and understanding ( O’Sullivan et al., 1999 ).

Looking Forward

It is clear from the literature that teachers in urban settings work within many of the same constraints as they did 30 years ago. Further, many of these challenges are similar to those faced by teachers in other contexts. Two features stand out.

First, to be effective, PE teachers in urban settings have to understand the unique dynamics of their communities, families and students, and take what they learn and incorporate it into their curriculum and pedagogy. Knowing students allows teachers to tailor their pedagogical approach so that students find the educational process relevant, engaging and motivating. After all, student engagement is an essential component of any educational effort ( Lawson & Lawson, 2013 ; Zepke & Leach, 2010 ).

Second, K–12 schools do not exist in isolation. They are part of a wider community and network of potential resources, including parks, universities, community recreation programs, and funding opportunities. The key is having teachers and administrators recognize the opportunities that exist in their area and seek out partnerships that can help advance their goal of teaching children to be active and healthy. The density of potential partners in urban settings is a tremendous asset. Collaborative efforts with school, community and academic partnerships are expected to help school districts secure and make the most of funding opportunities — including evaluations to identify what works and dissemination efforts to make findings accessible.

Contributor Information

Sarah Sliwa, Health scientist in the Division of Population Health at the Centers for Disease Control and Prevention in Atlanta, GA.

Allison Nihiser, Health scientist in the Division of Nutrition, Physical Activity, and Obesity Prevention, at the Centers for Disease Control and Prevention in Atlanta, GA.

Sarah Lee, Health scientist in the Division of Population Health at the Centers for Disease Control and Prevention in Atlanta, GA.

Nathan McCaughtry, Assistant dean in the Division of Kinesiology, Health and Sport Studies at Wayne State University in Detroit, MI.

Brian Culp, Associate professor in the Department of Health Promotion and Physical Education at Kennesaw State University in Kennesaw, GA.

Shannon Michael, Health scientist in the Division of Population Health at the Centers for Disease Control and Prevention in Atlanta, GA.

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Physical Review Physics Education Research

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Recent issues.

• Vol. 20, Iss. 1 January - June 2024
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Importance of undergraduate institution prestige in physics faculty hiring networks, daniel z. grunspan, regis komperda, erika g. offerdahl, anna e. abraham, sara etebari, samantha a. maas, julie a. roberts, suhail ghafoor, and sara e. brownell, phys. rev. phys. educ. res. 20 , 010144 (2024) – published 20 may 2024.

A small fraction of institutions are responsible for the undergraduate education of a disproportionate number of U.S. physics faculty.

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Learning difficulties among students when applying ampére-maxwell’s law and its implications for teaching, álvaro suárez, arturo c. marti, kristina zuza, and jenaro guisasola, phys. rev. phys. educ. res. 20 , 010143 (2024) – published 16 may 2024.

Introductory physics students do not develop a robust understanding of Ampere-Maxwell’s law through typical physics instruction.

Implementation of the photovoice methodology in a project-based upper-division physics course

Kristin a. oliver, victoria borish, bethany r. wilcox, and h. j. lewandowski, phys. rev. phys. educ. res. 20 , 010142 (2024) – published 16 may 2024.

Photovoice methodology can provide insights into student experiences and perspectives that may not be captured through traditional reflection questions.

Investigating students’ insight after attending a planetarium presentation about the apparent motion of the Sun and stars

Hans bekaert, mieke de cock, wim van dooren, and hans van winckel, phys. rev. phys. educ. res. 20 , 010141 (2024) – published 13 may 2024.

Regular instruction is not sufficient to help secondary students develop a good understanding of the apparent motion of the Sun and stars.

Prevalence of a growth mindset among introductory astronomy students

Moire k. m. prescott, laura madson, sandra m. way, and kelly n. sanderson, phys. rev. phys. educ. res. 20 , 010140 (2024) – published 10 may 2024.

Standard mindset surveys are not able to predict how an undergraduate student will actually behave when faced with the challenges of learning something new.

Investigating faculty perspectives on written qualifying exams in physics

Shiva basir and eric burkholder, phys. rev. phys. educ. res. 20 , 010139 (2024) – published 10 may 2024.

Faculty in one department agree that Ph.D. qualifying exams are both necessary and simultaneously doubt whether they predict success in research.

Science, technology, engineering, and mathematics undergraduates’ knowledge and interest in quantum careers: Barriers and opportunities to building a diverse quantum workforce

Jessica l. rosenberg, nancy holincheck, and michele colandene, phys. rev. phys. educ. res. 20 , 010138 (2024) – published 8 may 2024.

It is important to develop information about and pathways into quantum careers that are accessible to undergraduate physics majors.

Self-efficacy changes and gender effects on self-efficacy in a large-scale robotic telescope focused curriculum

Rachel freed, david mckinnon, saeed salimpour, michael fitzgerald, dan reichart, and christina norris, phys. rev. phys. educ. res. 20 , 010137 (2024) – published 8 may 2024.

Introductory astronomy courses for nonmajors that include remote access to robotic telescopes can increase self-efficacy and reduce the gender gap.

Featured in Physics Editors' Suggestion

Physics ph.d. student perspectives on the importance and difficulty of finding a research group, mike verostek, casey w. miller, and benjamin m. zwickl, phys. rev. phys. educ. res. 20 , 010136 (2024) – published 7 may 2024, : alleviating the stress of finding a phd advisor.

Graduate students, particularly minoritized students, feel unprepared to choose a research group and can benefit from enhanced support in making this choice.

Examining the mismatch between the intended astronomy curriculum content, astronomical literacy, and the astronomical universe

Saeed salimpour, michael fitzgerald, and robert hollow, phys. rev. phys. educ. res. 20 , 010135 (2024) – published 6 may 2024.

The K-12 astronomy curriculum in multiple countries is significantly disjointed, thus missing opportunities to engage students in deeper, more connected learning.

Enhancing peer instruction in physics: Understanding cognitive processes and refining rules

Vegard gjerde and sivert hagane, phys. rev. phys. educ. res. 20 , 010134 (2024) – published 3 may 2024.

Analysis of student discussions in Peer Instruction indicate students engage in decoding of problem statements, explanations with examples, and explanations with models.

Investigating peer recognition across an introductory physics sequence: Do first impressions last?

Meagan sundstrom and logan kageorge, phys. rev. phys. educ. res. 20 , 010133 (2024) – published 3 may 2024.

A longitudinal study using social network analysis reveals that patterns of peer recognition change over time, and that peer recognition is related to both student outspokenness and academic performance.

Recognizing dominant cultures around assessment and educational change in physics programs

Diana sachmpazidi, chandra turpen, jayna petrella, robert p. dalka, and fatima n. abdurrahman, phys. rev. phys. educ. res. 20 , 010132 (2024) – published 3 may 2024.

Departments tend to take a rushed and ad hoc approach to departmental change and tend to ignore formal evidence.

Disparities in access to U.S. quantum information education

Josephine c. meyer, gina passante, and bethany wilcox, phys. rev. phys. educ. res. 20 , 010131 (2024) – published 2 may 2024.

Quantum information science education programs are less common in rural states and at institutions serving higher populations of low-income students, risking the exclusion of rural and low income populations from quantum careers.

Metacognition and epistemic cognition in physics are related to physics identity through the mediation of physics self-efficacy

Yaren ulu and sevda yerdelen-damar, phys. rev. phys. educ. res. 20 , 010130 (2024) – published 26 april 2024.

Educational efforts that focus on reducing the gender gap in physics self-efficacy may result in reductions of the gender gap in physics identity, recognition, and interest.

How to evaluate students’ decisions in a data comparison problem: Correct decision for the wrong reasons?

Karel kok, sophia chroszczinsky, and burkhard priemer, phys. rev. phys. educ. res. 20 , 010129 (2024) – published 26 april 2024.

Students give correct answers for the wrong reasons in multiple-choice problems when comparing datasets.

Analyzing interviews on computational thinking for introductory physics students: Toward a generalized assessment

Justin gambrell and eric brewe, phys. rev. phys. educ. res. 20 , 010128 (2024) – published 26 april 2024.

According to academic and industrial physicists, learning goals do not differ much between an introductory and a computationally-integrated introductory physics class.

Who and what gets recognized in peer recognition

Meagan sundstrom, l. n. simpfendoerfer, annie tan, ashley b. heim, and n. g. holmes, phys. rev. phys. educ. res. 20 , 010127 (2024) – published 15 april 2024.

There is a difference in the nature of the gender bias in student nominations of strong physics peers between lecture- and lab-based courses.

Substance-based and sequential reasoning about current: An example from a bulb-ranking task using a resources theoretical lens

Lauren c. bauman, trà huỳnh, and amy d. robertson, phys. rev. phys. educ. res. 20 , 010124 (2024) – published 12 april 2024.

Physics students can use substance-based reasoning about current in simple circuits in ways that can provide a productive starting place for instruction on circuits.

Validation of two test anxiety scales for physics undergraduate courses through confirmatory factor analysis and Rasch analysis

Agostino cioffi, silvia galano, raffaella passeggia, and italo testa, phys. rev. phys. educ. res. 20 , 010126 (2024) – published 11 april 2024.

This article presents two versions of a validated scale to measure physics test anxiety.

Motivation and needs of informal physics practitioners

Shams el-adawy, alexandra c. lau, eleanor c. sayre, and claudia fracchiolla, phys. rev. phys. educ. res. 20 , 010125 (2024) – published 11 april 2024.

The motivations and professional development needs of physicists who engage with the public, capturing the findings that can used as the basis for meaningful support of practitioners of informal physics.

Exploring gender differences in the Force Concept Inventory using a random effects meta-analysis of international studies

Purwoko haryadi santoso, bayu setiaji, wahyudi, johan syahbrudin, syamsul bahri, fathurrahman, a. suci rizky ananda, and yusuf sodhiqin, phys. rev. phys. educ. res. 20 , 010601 (2024) – published 10 april 2024.

Mean Force Concept Inventory scores are higher for male students than female students in both North American and non North American studies.

Beyond normalized gain: Improved comparison of physics educational outcomes

Elaine christman, paul miller, and john stewart, phys. rev. phys. educ. res. 20 , 010123 (2024) – published 9 april 2024.

Normalized gain should not be used to compare conceptual inventory outcomes for institutions with different student populations.

Testing quantum reasoning: Developing, validating, and application of a questionnaire

Moritz waitzmann, ruediger scholz, and susanne wessnigk, phys. rev. phys. educ. res. 20 , 010122 (2024) – published 5 april 2024.

A validated inventory to test quantum reasoning relative to probability, superposition, and interference at the secondary school level.

Group dynamics in inquiry-based labs: Gender inequities and the efficacy of partner agreements

Matthew dew, emma hunt, viranga perera, jonathan perry, gregorio ponti, and andrew loveridge, phys. rev. phys. educ. res. 20 , 010121 (2024) – published 5 april 2024.

An examination of gender equity in lab roles when using lab partner agreements.

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Strategies for School and Youth Programs

• Comprehensive school physical activity programs use a combination of strategies to increase physical activity before, during, and after school.
• See approaches you can take, examples of what others have done, and resources.

Comprehensive physical activity programs may include physical education, recess, classroom physical activity, staff involvement in employee wellness programs, and family and community engagement. By implementing a comprehensive physical activity program, schools help students get the recommended 60 minutes of daily physical activity.

Comprehensive physical education

Physical education (PE) is a K–12 academic subject. It provides standards-based curricula to develop students' knowledge and behaviors for physical activity, physical fitness, and motor skills. Schools can develop and carry out comprehensive PE policies for daily physical activity . This will prepare students to be physically active at school and beyond.

Opportunities before, during, and after school

In addition to quality physical education, schools can carry out recess and classroom policies to ensure students are physically active during the day. Physical activity before and after school might include:

• Physical activity clubs.
• Intramural programs (recreational sports for fun).
• Interscholastic sports (competitive sports between schools).
• Access to team and individual sports.
• Physical activity in before- and after-school programs.

Working together

• Achieving Impact on Childhood Obesity: Georgia Shape's 'Power Up for 30'
• Schools Work to Make Physical Education Count in Suburban Chicago, Illinois
• Afterschool Programs Expand Opportunities for Obesity Prevention in Boston, Massachusetts

Community Preventive Services Task Force recommendations

Enhanced School-Based Physical Education

Classroom-based Physical Activity Break Interventions

Classroom-based Physical Activity Lesson Interventions

Comprehensive School Physical Activity Programs: A Guide for Schools How to develop, implement, and evaluate comprehensive school physical activity programs.

Increasing Physical Education and Physical Activity: A Framework for Schools Identifies key opportunities and resources for professional development to help schools implement the framework.

Inclusive School Physical Education and Physical Activity * How to create an inclusive culture for physical education and physical activity in schools.

Infographic: Benefits of school-based physical activity How 60 minutes of daily moderate-to-vigorous physical activity can benefit students, teachers, and the community.

Physical Education Curriculum Analysis Tool (PECAT) Self-assessment and planning guide helps school districts and schools conduct clear, complete, and consistent analyses of physical education curricula.

Strengthen Physical Education in Schools data brief Snapshot of current U.S. physical education practices and ways to improve physical education.

Opportunities before, during, or after school

Healthy Out-of-School Time Assessment * Track what schools are already doing and highlight opportunities for improvement.

Strategies for Classroom Physical Activity in Schools Describes 10 evidence-based strategies to promote and plan classroom physical activity. Also see A Guide for Putting Strategies into Practice .

Strategies for Recess in Schools How to plan and provide recess in schools to increase physical activity participation.

Youth Compendium of Physical Activities List of 196 common youth activities and their estimated energy cost. It can be used for research, public health policies, and education.

*Can be used to help address equitable and inclusive access to physical activity.

Want additional tips and resources to be active? Learn about Active People, Healthy Nation SM , CDC’s national initiative to help people be more physically active.

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Today's society demands to train children and adolescents who develop in an environment based on respect and the promotion of educational values. This aspect is especially relevant to promoting physical activity and its relationship with healthy habits, such as the consumption of unprocessed foods, the ...

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