This study examined teachers’ and administrators’ perceptions of the institutionalization phase of the Carol M. White Physical Education for Progress (PEP) grant. A qualitative exploratory single case study (Yin, 2014) was utilized to examine the elements of the PEP grant that sustained or did not sustain after its conclusion, along with elements that were institutionalized and influences on this process. The findings were represented in the following three themes: (a) positive shifts, (b) backsliding, and (c) new directions, each with their own subthemes. Positive shifts includes sub-themes: (a) philosophy, (b) instruction, assessment and curriculum, (c) collaboration, and (d) respect. Backsliding includes sub-themes: (a) wellness team functioning, (b) the loss of PD and collaboration time, and (c) reduced data collection. New directions includes sub-themes: (a) mastery learning, (b) during school physical activity, (c) stress, and (d) administrative support. The factors that were institutionalized were quality physical education leadership roles, change in teachers’ philosophies that influenced their instruction and assessment, and garnered administrative support. These elements were embedded into the physical education program and the school so much so that principals now expect the same type of programming from any new hire.

本研究调查了教师和管理人员对 Carol M. White 体育进步 (PEP) 拨款制度化阶段的看法。一项定性探索性单一案例研究（Yin，2014）被用来检查 PEP 拨款在其结束后持续或不持续的要素，以及制度化的要素和对这一过程的影响。调查结果体现在以下三个主题中：(a) 积极转变，(b) 倒退，以及 (c) 新方向，每个方向都有自己的子主题。积极的转变包括子主题：(a) 哲学，(b) 教学、评估和课程，(c) 合作，以及 (d) 尊重。倒退包括子主题：(a) 健康团队运作，(b) PD 和协作时间的损失，以及 (c) 数据收集减少。新方向包括子主题：(a) 掌握学习，(b) 在学校体育活动期间，(c) 压力，和 (d) 行政支持。制度化的因素是优质的体育教育领导角色、影响教学和评估的教师理念的变化，以及获得行政支持。这些元素深深地嵌入到体育课程和学校中，以至于校长现在期望任何新员工都能提供相同类型的课程。