Despite the educational importance of elementary physical education(PE) in promoting children’s growth and development, the quality of elementary PE has been constantly questioned. The issue of enhancing elementary teachers’ professionalism lies at the heart of this problem. The purpose of this study was to examine in-service teachers’ professional development approaches in England which shares similar issues with Korea in implementing pro-sport policies and establishing a national curriculum for physical education. First, the backdrop of elementary PE in England and their specific policy-level efforts for in-service teachers’ professional development were described. Then, the characteristics and effects of three types of professional development programs were examined in detail: (a) national-level programs, (b) school-based programs with external experts, and (c) partnerships among primary teachers, secondary teachers, and sport coaches. Based on the strengths and weaknesses of each approach, the study highlighted the importance of raising critical awareness on the grand sport policy's impact on elementary teachers’ professional development, establishing conceptual and practical progression between preand in-service teacher education, and seeking professional collaboration among diverse teaching professionals to enhance mutual growth and development.