Where good intentions meet harsh realities: Teaching large classes in physical education

This paper examines the practices and experiences of three elementary schoo l physical educators as they attempt to provide quality learning experience s to classes as large as 75 students. Through a series of lesson observatio ns and interviews, it was determined that while these teachers were providi ng high quality instruction to their students, they were working under cons iderable hardship. They had, in particular, feelings of marginalization and powerlessness over their situations. While the notion of daily physical ed ucation is praiseworthy, the results of this study would suggest caution in mandating such practice without concurrent increases in staffing and fundi ng.