Background/Purpose Although practitioners must use theory and research to improve their professions, physical education teachers tend not to accept findings of research on physical education (Lawson, 1992). The purpose of this study was to investigate the reason why physical education teachers hesitate to use research in their work.
Method Physical education teachers (N=8) of one middle school and one junior high school participated in this study. This study is a part of a series of research project that focused on school physical education reform with support from a Carol M. White Physical Education Program. During the cooperation between physical education teachers and the research team, the authors interviewed participants and asked questions that highlighted the physical education practitioners' perspectives on the reasons for communication gaps between physical education teachers and researchers.
Analysis/Results Interview data were analyzed by constant comparison and inductive analysis to identify common themes and categories. Triangulation was conducted by resources and participants. Positive themes included Research Is Applicable, Teachers Acknowledge Needs for Research, and Teachers Have Abilities To Use Research. Alternately, negative themes that included Researchers Do Not Totally Understand Real Physical Education Situations, Working Conditions Have Not Allowed To Use Research, and Teachers Do Not Have Responsibility To Read Research were emerged with considerations about limitations to use research.
Conclusions Overall, physical education teachers had positive attitudes in accepting research and theory for their teaching. However, it was found that limitations could create obstacles between teachers' intentions for using research and actual usage.