Curricular change in physical education: Success stories from the front line

The need for reform is a standard refrain in much of the physical education literature. Unfortunately, physical educators know more about the factors that impede change than the factors that promote change. It was the purpose of this investigation to identify characteristics of successful, internally initiated curricular change in physical education. Six teachers in the United States who voluntarily adopted a new curricular model were identified and interviewed. The new curricula that were attempted included wilderness sport and adventure education, fitness education, sport education, and Hellison's Social Responsibility. Data were analyzed via constant comparison procedures. Although the curricular models and teachers varied widely, there were general themes that reached across the divergent settings. Change began with dissatisfaction and progressed to an implementation phase centered on knowledge and financial resources. The change process was marked by adaptations and a continued commitment to change primarily related to student response.