Purpose The purpose of this narrative inquiry was to explore the educational meaning of managing a specialist physical education school (SPES) and to suggest policy supports. Methods Semi-structured interviews with a physical education teacher who had managed a SPES and document analysis were undertaken. Data collected were analysed using constructivist grounded theory. Results In telling, four themes were described, which include: backgrounds that the teacher took over the SPES, cases of reforming the SPES and its impacts, pressures from a private physical education alliance, and the SPES has a long road ahead. In re-telling, a need of re-conceptualizing public education based physical education career education and four policy supports were discussed. Conclusions Developing a range of models for SPES-community connection, exploring longitudinal effectiveness of managing SPES as physical education career education, and exploring effective SPES models for student-athletes are suggested as future research.
