| A quality physical education program is an integral part of the educational experience for students, parents, and communities throughout the United States. Unfortunately, throughout the United States, there is an overwhelming rise in obesity, diabetes, and other health issues related to sedentary lifestyles (Disease Control and Prevention, 2015). There is also a decline in the academic performance and participation rates of students in physical education classes throughout the United States (Taras, 2005). The physical education curriculum put in place throughout school districts, state education departments, and the federal government is intended to assist in reducing and preventing such detrimental occurrences, as well as enriching the overall wellbeing of those who participate in a quality physical education program (Physical Education Model Content Standards for California Public Schools: Kindergarten Through Grade Twelve, 2006). The purpose of this study was to explore physical education teachers' roles, experiences, and perspectives as they relate to the effects of two legal education policies (Title IX and No Child Left Behind (NCLB)), through the lenses of A Theory of Justice and Implementation Theory, on the modern day physical education program. The primary question guiding this research is: What are the perceptions of high school physical education teachers of current physical education classrooms directly influenced by Title IX and NCLB?;This case study utilized a qualitative method by way of interviews in order to gain insight into this topic. These methods assisted in the identification and grouping of themes that are directly related to physical education teacher's insights into the effects of these educational legal policies on the modern day physical education curriculum and setting.;This study found that although Title IX and NCLB have contributed positively to the quality of physical education programs, unfortunately, there are an overwhelming number of issues these two educational mandates present on the teachers ability to provide their students with a quality physical education experience. Subsequently, the students are being robbed of the lifelong benefits a quality physical education program affords them. |
