Predetermined professional development (PD) programmes delivered by external experts are the usual approach to enhancing the teaching of physical education (PE) in disadvantaged school contexts. This generally does not result in sustained learning and development once the PE professionals withdraw. Addressing the lack of teacher- and…

This paper explores what, from school principals' perspectives, constitutes leadership for coping with and adapting to policy change within deprived school contexts. Using qualitative interpretive research, we drew from the practices of five principals that were purposively selected from a broader study, which focused on school principals'…