Abstract

PURPOSE This study analyzes the elementary physical education (PE) instructor system and identifies patterns of change and their underlying causal mechanisms. METHODS The study examines the systems that define the qualifications and roles of elementary school instructors, focusing on the subject specialist teacher system, the secondary-to-elementary teacher system, and the sports instructor system. These systems are analyzed using an integrated approach that combines morphogenetic theory and historical institutionalism. RESULTS First, during the implementation of the subject specialist teacher system, structural and institutional conditions created a necessary/incompatible relationship between the government and the education sector. This led to a compromise interaction, resulting in the implementation of the subject specialist teacher system. This change represents a case of morphogenesis, following a pattern of gradual change through displacement. Second, during the implementation of the secondary-to-elementary teacher system, structural and institutional conditions produced a contingent/incompatible relationship between the government and the education sector. Consequently, a competitive interaction occurred, leading to the establishment of the secondary-to-elementary teacher system. This change is also classified as morphogenesis, with a pattern of gradual change through layering. Third, during the implementation of the sports instructor system, structural and institutional conditions fostered a contingent/compatible relationship between the government and the education sector. This resulted in an opportunistic interaction, culminating in the adoption of the sports instructor system. This change is considered morphogenesis and exhibits a pattern of radical change. Fourth, during the coexistence period of multiple elementary PE instructor systems, structural and institutional conditions created a necessary/compatible relationship between the government and the education sector. As a result, a defensive interaction occurred, leading to institutional path dependency and morphostasis. CONCLUSIONS This study presents three key findings. First, the education sector's role as an active agent in shaping changes to the elementary PE instructor system has gradually diminished. Second, institutional changes have been implemented in ways that promote openness and enhance PE expertise. Third, these changes have not addressed the fundamental challenges facing elementary PE.