Perceptions of the Impact of a PEP Grant on Elementary Physical Education Programs in One School District


  • Steven Elliott UNC Wilmington
  • Starla McCollum
  • Gavin Colquitt
  • Tony Pritchard


A school district received a Physical Education for Progress grant (PEP). PEP grants are part of the Carol M. White Program and are administered by the U.S. Department of Education. These grants are available to local educational agencies to initiate, expand, or improve physical education (PE) programs. The purpose of this study was to determine the perception of the impact of the PEP grant on PE programs of four elementary schools in one school district through interviews with teachers and principals. Qualitative data analysis procedures were used to explore views on how the PEP grant had impacted PE programs. Several themes emerged during the interviews, including (a) the development of an expanded and innovative curriculum, (b) the inclusion of children with special needs, (c) increased motivation levels in students and teachers, (d) a focus on interdisciplinary teaching, (e) increased use of technology, and (f) the PE teachers becoming leaders in the school and district.