Abstract

Much has been written over the years attempting to explain what it is like to be a physical educator. One consistent line of inquiry has sought to understand how physical educators experience the day-to-day life of the profession. Starting with Locke’s (1974) description of “what the tourists never see,” many scholars have described both the joys and satisfactions of teaching physical education (PE), along with its bumps and bruises (e.g., marginality, role conflict, lack of funding). This line of inquiry can be aptly labeled the emotional dimensions of the PE teaching occupation.