Educational and Value Status of Physical Education and Vectors of Preventing and Resisting Marginalisation: Grounded Theory Literature Review

Abstract This article uses grounded theory as a method to carry out the literature review in accordance with the guidelines developed by Wolfswinkel et al. ((2013). Using grounded theory as a method for rigorously reviewing literature. European Journal of Information Systems , 22(1): 45–55. doi: 10.1057/ejis). Based on the 35 selected articles, 8 subvectors and 3 vectors were formed: (1) self-initiative leadership, (2) transformation, and (3) policy for a comprehensive multilevel response to the low educational status of physical education. The article establishes that counteracting the low educational status of physical education requires comprehensive teamwork at different levels – educational, academic, and public. The vector of self-initiated leadership indicates that the profession should select and retain active people who have appropriate leadership qualities, are capable of broad communication and cooperation with all stakeholders, and are inclined to form and interact in professional communities. The transformational vector concerns (a) setting goals and an agenda in physical education, (b) creating special educational programmes in Physical Education Teacher Education that prepare for possible negative scenarios (e.g., reality shock) and the institute of mentors, and (c) readiness for self-transformation, openness to change and experimentation in a professional career. The policy vector represents a kind of idea of “representative democracy” in physical education, when it is supposed to mobilise stakeholders and capable actors for political action to protect and lobby for physical education at the levels (from local to state) on which it depends. The generalisability of the findings should be taken with the limitation that most of the studies included in the literature review were conducted in the United States.