Leadership is a set of skills and practices that are available to physical education (PE) teachers. One of the leadership styles that I would like to introduce is “transformational leadership” because its leadership is highly related to fostering a positive environment, empowering students, and maximizing teaching. According to Bass (1990), four factors consist of transformational leadership: (a) idealized influence, (b) inspirational motivation, (c) intellectual stimulation, and (d) individual consideration. Each component includes meaningful values, benefits, and purposes for PE teachers. The focus of this article is to describe specific characteristics of transformational leadership and provide implications for PE teachers to incorporate and apply them in class.

Idealized influence
Idealized influence is about being a role model. Specifically, PE teachers should be skillful role models. Students need to be provided with a proper demonstration allowing them to improve performance and skills. Of course, it is impossible for PE teachers to master all kinds of physical activities or sports skills; however, PE teachers should keep developing skills, as well as acquiring new knowledge as much as possible. If PE teachers lack in some areas, they should seek training opportunities by attending professional development or conferences (e.g., SHAPE America/regional SHAPE conferences). PE teachers should be skilled so that they are able to demonstrate the techniques and skills as needed. Additionally, students are taught the importance of being physically active and life-long movers in PE (Corbin, 2002). Therefore, it would be beneficial for PE teachers to share their life experiences with students as role models. For example, PE teachers’ sharing experiences of taking part in any sports activities or playing sports can motivate students to increase their desire of being physically active (Kim et al., 2017). By demonstrating and sharing teachers’ personal experiences, students are more likely to accept the importance of regular physical activities. Transformational leadership requires PE teachers to lead students by doing, not simply by telling (Bass, 1990).