The impact of administrators’ perceptions on combating marginalization in physical education

School administrators are considered the leaders of their communities. They are the catalysts between students, parents, and teachers, that have the potential to greatly influence the culture and climate of their schools. As large influencers of the school, their perceptions towards physical education (PE) can have a great impact on PE teachers and the PE curriculum itself. Using the Occupational Socialization Theory, this study aims to understand how administrators’ prior socialization experiences impact their current perceptions towards PE. The purpose of this study is to investigate administrators’ perception on PE and how they use these perceptions to combat marginalization. A qualitative case study was used to obtain an understanding of how five participants’ childhood and professional experiences impact their perception and action towards PE. Data was collected through a questionnaire, autobiography, and three rounds of interviews. The data was examined with a collaborate qualitative analysis approach. The findings from the study were described thematically and results were categorized into three main themes: the power of memory: (a) the impact of positive experiences during childhood PE and physical activity, (b) disservice to PE: lack of administrative preparation, and (c) PE was valued despite marginalization witnessed. Within the first theme there were three subthemes: (a) experiences within administrators’ own K-12 PE and physical activity, (b) involvement of sport and athletics helped develop a strong appreciation for physical activity, and (c) community, family, and friends impacted positive perceptions of PE and physical activity throughout childhood. The second main theme was comprised of two subthemes: (a) preparation into administrative roles was deficit in preparing them to support PE and (b) administrators established a culture and provided advocacy for PE teachers to overcome marginal status. The results suggest that administrators’ positive childhood experiences in PE were derived from a collection of experiences related to PE and events organized by the PE teacher. Despite the lack of training to supervise or support PE during the professional or training phase of their life, the appreciation that was developed throughout childhood, make them advocates for PE in their current schools and communities.