Infusing Physical Activity Leadership Training in PETE Programs Through University–School Partnerships: Principals’ and Graduate Students’ Experiences


  • Tan Leng Goh Central Connecticut State University
  • Collin Webster University of South Carolina
  • Timothy Brusseau University of Utah
  • James Hannon Kent State University



Physical Activity Promotion, Teacher Education, Preservice Teachers


With the emerging trend of physical education teacher education (PETE) programs incorporating Comprehensive School Physical Activity Program (CSPAP) training to prepare preservice teachers and future teacher educators to be competent Physical Activity Leaders (PAL), little is known about the feasibility of such programs. Therefore, this study examined graduate students’ (future teacher educators) and principals’ experiences implementing CSPAPs through a university–school partnership model. Six graduate students served as PALs in elementary schools. Focus group discussions at 6 months and interviews at 1 year were conducted with the PALs, while 4 principals participated in individual interviews at the end of Year 1. The audio-recorded data were transcribed verbatim and analyzed inductively. Both PALs and principals experienced challenges in implementing other components of CSPAPs beyond physical education mainly due to time constraints. Collaboration and rapport building with school staff would aid in the implementation of CSPAPs. Continual feedback and supervision could improve the graduate students’ skills in performing their roles as PALs in schools. As PETE programs across the United States are finding ways to prepare students to be competent PALs, this study provides valuable information for challenges and future considerations for CSPAP infusion in PETE programs.Subscribe to TPE