On the other side of advocacy: stories from non-physical education decision-makers
Bibliographic record
Abstract
Background: Advocacy skills are essential for physical educators who work in a marginalized subject and often require specialized equipment for successful programming. However, stories and experiences from those individuals being advocated to by physical educators is limited in the literature. Therefore, to better understand strategies for effective advocacy in PE and how physical educators might approach advocacy efforts within schools, administration and decision-makers’ perspectives need to be explored.Study aims: The following study explored: What are the experiences and perceptions of three non-physical educator decision-makers around physical educators’ advocacy efforts? The study aimed to learn from decision-makers’ experiences in order to improve advocacy efforts amongst physical educators.Methods: Narrative inquiry was used to understand three educational leaders’ experiences about their perspectives on how physical educators can more effectively advocate for PE in schools. The decision-makers were from one school district in western Canada. The participants’ experiences were gathered over a two-month period through a chronological timeline and open conversations. The data was analyzed using narrative inquiry methods of retroactive and continuous reflection on the data. Narrative accounts were created to understand the participants’ experiences in relation to the three-dimensional narrative spaces: personal/social, temporal, and place. The participants’ experiences were then analyzed in comparison to one another to establish resonating threads.Results: Three threads in relation to decision-makers’ experiences about PE advocacy in schools were identified to support physical educator advocacy: (a) big picture thinking skills, (b) open-minded attitude, and (c) teacher passion, paired with an empathetic approach.Conclusion: The findings identify a need for more structured and empathetic approaches to advocacy. Preliminary advocacy strategies are offered in response to the findings of this study alongside effective strategies from the literature. More research is needed to examine the efficacy of these strategies.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".