Physical educators are often asked to promote whole-school physical activity programming beyond their scheduled class times. Previous research has supported that training in expanded roles would be beneficial during university-based physical education teacher education (PETE) training. In this qualitative study, 13 graduates from a single PETE program that has integrated expanded physical activity into programming shared information about their current programming as physical education teachers in K–12 schools. Campus visits and one-on-one interviews were included. Some practices and values learned during participants’ PETE training were evident in graduates’ current practices. Aligning with previous studies of professional socialization of physical educators, the resulting themes concluded that (a) strategies and resources gained during PETE training were valued and still used and (b) other ripples of influence, such as administrators and other teachers at their current placement, influenced programming. PETE programming with whole-school physical activity can lead to expanded teaching practices in schools.

体育教育工作者经常被要求在预定的课堂时间之外推广全校体育活动计划。先前的研究表明，在大学体育教师教育 (PETE) 培训期间，扩大角色的培训将是有益的。在这项定性研究中，来自单一 PETE 项目的 13 名毕业生将扩展体育活动融入到项目中，分享了他们作为 K-12 学校体育教师当前项目的信息。包括校园参观和一对一访谈。参与者在 PETE 培训中学到的一些实践和价值观在毕业生当前的实践中很明显。与之前对体育教育工作者专业社会化的研究相一致，得出的主题得出的结论是：(a) 在 PETE 培训期间获得的策略和资源受到重视并仍在使用，(b) 其他影响力，例如当前职位的管理人员和其他教师，影响了编程。 PETE 项目与全校体育活动相结合，可以扩大学校的教学实践。