<p> This study addressed the marginalization of elementary physical education and professional practice. This project applied proven surveys, scales, and qualitative processes; observations, interviews, and focus groups to measure and understand how physical educators can counter the impressions of stakeholders regarding the subject as inconsequential. Also, the research explained and recognized some cultural procedures in elementary physical education that promoted and inhibited proper student outcomes. The main settings for this study took place in two rural schools in small school systems. In addition, information was obtained through social media venues. The findings along with the literature review established the subject is marginalized; however, PE teachers can influence and combat the issues.</p>

The purpose of the study was to examine students' and teachers' perceptions of instructional alignment in two different units of instruction. Participants were 24 4th grade students and two physical education teachers who turn taught the 4th grade class. Data were collected through field note observations and formal interviews using a semi-structured interview guide with the physical education teachers and 13 students who had participated in both units. Document data were also collected in the form of district curriculum, assessment examples, and task cards. Interview data were analyzed qualitatively. Observational data were analyzed inductively using Cohen's (1987) model of instructional alignment and Doyle's (1977) ecological model. Results indicated that a misalignment existed between the teachers' goals and what the students perceived they were to learn. The misalignment may have occurred as a result of the lack of congruence among the teachers' goals and the fact that students' achievement of the teachers' goals was not tied to a grade.