Factors Influencing Physical Education Development and Implementation in Massachusetts Title 1 Elementary Schools

Abstract

Purpose: Quality physical education (PE) supports children's health and physical literacy, but socioeconomic disparities and inconsistent policies contribute to gaps in PE access and quality, especially in Title 1 schools. This study examines policy, systems, and environmental factors influencing PE development and implementation in Title 1 schools. Methods: We collected surveys from 16 PE specialists and conducted follow-up interviews with 10 specialists from Massachusetts Title 1 elementary schools to explore district and school PE policies and practices. Using an explanatory sequential mixed-methods design, we identified barriers and facilitators to PE development and implementation. Survey data were analyzed descriptively, and interviews were thematically analyzed using the Theoretical Domains Framework. Results: Specialists reported a strong identity, confidence in their abilities, and support from the PE community despite limited guidance and environmental constraints. PE was perceived as a low priority for leadership, and implementation was hindered by limited control over the teaching environment, unclear student assessments, insufficient professional development, and limited feedback. Conclusion: Findings build foundational knowledge and guide strategies to support quality PE in Massachusetts Title 1 schools and beyond.