ABSTRACT
Important connections between intervention science and PE teaching, learning, and curriculum are being made, albeit slowly because of persistent challenges. While school-wide response-to-intervention frameworks and positive behavior intervention systems are facilitators and incentives, longstanding connotations regarding interventions as public health methodologies remain formidable constraints and even barriers. Two emergent facilitators for the widespread adoption and use of intervention frameworks merit attention. One is the need for interprofessional collaboration to address co-occurring, interlocking, and special needs of identifiable student sub-populations. The other is the increasing presence of professionals other than PE teachers in out-of-school contexts. A four component intervention framework dovetails with requirements for teachers to collect assessment data and use them for evidence-guided decision-making. Beyond the technical elements, foundational, ethical-moral imperatives provide value-based guidance for how teachers view and treat the students in their care. Mass production teaching and learning are out of place in this new framework, and the way is paved for student choice, agency, and empowerment. When intervention concepts are framed by theories of change, testable pathways open to desirable outcomes, and evaluation-driven continuous learning, improvement, and knowledge generation follow. These advantages justify investments in an intervention framework for PE’s redesign.
