Abstract
The major purpose of this paper is to present the difficulties and changes of University Physical Education (PE) Teachers after amendment to the University Act. Using the narrative inquiry approach, the researcher is able to approach their teaching field. Data were collected with interview and analyzed in comparison with theories. The result showed that the difficulty university PE teachers encountered resulted from the amendment to the University Act, leading to reduce of PE courses and increase of commercialization of university, and so the decline of importance of physical education in the universities. Essentially, however, university aims to pursue academic excellence. In terms of university PE teachers, the most significant role they play is teaching students how to play sport rather than committed themselves to academic achievement. Thus they have difficulties with ”self-identity” and that also explain in part ”self-alienation” among them. In order to overcome existing adversities, they struggle to show the value by presenting academic performance, transferring to leisure related department, and taking a positive attitude towards teaching, research and service. Based on these, university PE teachers increasingly free from instrumental value within teaching. Finally, author has been reflective of the findings and came to a key point: The roles of PE and Leisure are not mutually exclusive. Specifically, by transferring to leisure related field, university PE teachers can extend their role into a wider professional domain, find their own foothold in the academic discipline, and therefore return professional image back to physical education. As a consequence, the university PE teachers truly find a solution for physical education.