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The recent emergence of artificial intelligence (AI) tools has significantly influenced different fields, including education. One notable example is ChatGPT, an AI-driven large language model (LLM) developed by OpenAI. This tool holds potential for supporting both teachers and students in the teaching and learning process. While some fields of education have benefitted from using ChatGPT to enhance learning, there is a gap in the literature concerning how physical education teachers can benefit from using tools such as ChatGPT. This article explores the capabilities and practicality of the generative AI chatbot for supporting teaching and learning in physical education. It also shares tips on how to thoughtfully and ethically use ChatGPT and discusses its limitations. [ABSTRACT FROM AUTHOR]

Jon's Heroes in Training (JHT) represents a strong cross-sector collaboration that was created and has evolved over the past five years. JHT is an after-school program where children (ages 3–22) with an autism spectrum disorder (ASD) diagnosis come to the local university to engage in high-quality physical education lessons designed and implemented by physical education teacher education (PETE) students currently taking a required Adapted Physical Education class. This article discusses (a) the process required to establish the shared mission and vision of JHT and the role of the Office of Civic Engagement (OCE); (b) the negotiated roles and responsibilities of stakeholders, including university faculty from PETE, PETE students, children with ASD and their families, and local non-profit organizations; (c) the impact of JHT on its stakeholders; and (d) lessons learned and future directions. [ABSTRACT FROM AUTHOR]

Quality supervision is essential for preservice teachers' (PSTs) development of teaching effectiveness, because it purposefully structures PSTs' learning experiences in a systematic and developmentally appropriate manner, provides specific feedback, includes formal and informal assessment of PSTs' teaching, and facilitates opportunities for PSTs to reflect on and adapt their teaching. However, with the increasing challenges and demands of supervision in school settings, supervisors often find themselves frustrated and less supported. This article aims to address these issues by presenting four valuable strategies and their associated practices that physical education teacher education (PETE) programs and supervisors, particularly university supervisors, can employ while supervising PSTs. These strategies are: (a) establishing a supervision structure, (b) refining the evaluation system, (c) varying supervisory approaches, and (d) integrating educational technology. Associated practices within each strategy and resources are included as well. By actively adopting these practices, PETE programs can elevate their supervision quality, with a positive effect on the teaching effectiveness of their PSTs. [ABSTRACT FROM AUTHOR]

The process of transitioning from physical education teacher to teacher educator is a common one. This article describes one PETE professor's experience doing the reverse to gain K-12 teaching experience while continuing to serve as PETE faculty. His goal was to gain relevant PE experience in a local K-12 school so he could share current stories and real-life scenarios in lectures with PETE majors. [ABSTRACT FROM AUTHOR]

University-based homeschool physical education programs are one way to ensure homeschooled children have access to high-quality, standards-based opportunities to develop their physical literacy. These programs have traditionally been held on site at hosting institutions and were greatly impacted by the limitations imposed by the Covid-19 pandemic. This article describes how one university's program faculty pivoted their in-person homeschool program to one delivered online. Replication of the processes and/or implementation of other online field experience alternatives shared in this article may increase opportunities for homeschooled children to receive appropriate physical education instruction, while also improving the flexibility and variations of field experiences within teacher preparation programs. [ABSTRACT FROM AUTHOR]

This article aims to explain how social media platforms like Facebook and Twitter can be useful setting for effective professional learning communities (PLCs) for physical educators. It also pinpoints the opportunities and challenges of using social media for PLCs and provides recommendations for physical educators and physical education teacher educators for promoting social media-based PLC (SMB-PLCs) engagement in physical education. SMB-PLCs minimize the geographic and temporal barriers to PLC participation, provide diverse perspectives and experiences, and make PLC participation more accessible and flexible. However, physical educators need to be aware of the issues of content validity and reliability, echo chamber effects, and the time and emotionally consuming nature of social media when participating in SMB-PLCs. To better promote in-service physical educators' SMB-PLC engagement, professional development on technology literacy needs to be offered to connect inexperienced physical educators to more experienced colleagues. Moreover, physical education teacher education should incorporate social media into its curriculum to better connect preservice teachers to the larger communities of practice and use it as a learning tool. [ABSTRACT FROM AUTHOR]

A collective priority of teachers is to facilitate students in thriving academically, personally, and socially. However, the challenges associated with compassion fatigue (i.e., the mental, physical, and emotional exhaustion that comes with working with and caring for individuals who are impacted by distress and trauma) combined with personal and occupational stressors are quickly pushing teachers outside of the profession (U.S. Bureau of Labor Statistics, 2022). Until present educational systems are reformed in a way that provides relief to teachers, the second part of this series offers teachers guided opportunities to explore, personalize, and practice practical self-care strategies related to managing compassion fatigue and promoting overall well-being within the educational setting. Considering the personal, sociopolitical, and cultural limitations of practicing capitalistic self-care, the following guided activities include (a) self-awareness exercises that examine possible patterns of personal and contextual emotional distress; (b) the identification and promotion of protective factors that mitigate occupational stress including collegial social support and strengthening self-efficacy through defining and celebrating personal measures of success; (c) self-regulation strategies that relieve the stress response and enhance emotional resilience including deep breathing, and mindful self-compassion; and (d) planning for implementation inside the school setting. Teachers will reflect on techniques and strategies that best support their occupational well-being. Finally, implications in support of protecting teachers against compassion fatigue are discussed, including proactive recommendations for pre-service and early-career teachers. Additional resources that may assist teachers in seeking support for emotional well-being are included. [ABSTRACT FROM AUTHOR]

Supporting students' emotional health has become indispensable considering unprecedented collective trauma and present-day stressors including the COVID-19 pandemic, gun violence, longstanding systemic inequities, and a polarized political climate impacting the educational system. In addition to navigating personal and occupational stressors, teachers are frequently exposed to secondhand accounts and effects of students' traumatic experiences, increasing their risk of compassion fatigue (i.e., the mental, physical, and emotional exhaustion that results from working with and caring for individuals who are impacted by distress and trauma). Teachers' emotional resilience is essential in the fight against compassion fatigue, burnout, and withdrawal from the profession. The first of a two-part series, this article lays groundwork that encourages pre-service, early career, and veteran physical and health educators to reflect on risk factors and protective factors that safeguard their socioemotional health as they are asked to continue to give. It begins by describing the role of teachers as emotional first responders in the classroom, followed by risk factors and symptoms of compassion fatigue. The importance, challenges, and limitations of practicing "self-care" as a commonly suggested way to prevent and manage compassion fatigue are addressed. Finally, a call is made for a paradigmatic shift aimed at protecting and uplifting teachers and students. The second part of the series continues this discussion by providing guided activities that encourage teachers to explore, practice, and reflect on personalized and practical coping strategies for emotion regulation that promote well-being and healthful longevity in the profession. [ABSTRACT FROM AUTHOR]

Professional Learning Communities (PLCs) are becoming increasingly commonplace in America's schools. As part of the school community, physical educators are positioned to add and receive value within PLCs. Given that school-based PLCs are driven by collaborative teams, reaching high performing status requires external supportive school structures coupled with internal positive team dynamics. A PLC can be an emotionally charged collective action formation with the potential to positively enhance teacher practice and student learning or, conversely, be hindered by adult drama. This paper focuses on and provides research-informed practical suggestions for addressing the internal team dynamics aspects of physical education PLCs (PE-PLCs). Drawing from team dynamics literature, this analysis unpacks and applies sub-constructs associated with team member attitudes, behaviors, and cognitions (ABCs) within a PE-PLC setting. Practical suggestions for enhancing ABCs within PLCs are provided. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to discuss the limitations of law interpretations and policy regulations as they pertain to inclusion and exclusion of people with physical disabilities in physical education. We believe interpretation of the law has professional implications that must be addressed. Specifically, the ideal and the reality of the laws as applied to the students with physical disabilities is not the same. We believe we have a duty to include people with physical disabilities in movement activities. To conclude the paper, we, the authors, discuss current research in perspective-taking for pre-service teachers as a solution for including people with physical disabilities in physical education, recreation, and sport. [ABSTRACT FROM AUTHOR]

This article discusses core teaching practices for health education by defining, unpacking, and describing the use of core practices in teacher education. Core practices offer health teacher-educators and health educators a set of teaching practices that can be introduced during professional preparation and then refined and mastered as health educators begin and continue their careers. Implementing core practices in health education allows teacher education programs to specifically define what they teach and to determine standards of competence for their graduates. [ABSTRACT FROM AUTHOR]

The primary goal of teacher education programs is to develop preservice teachers into quality future educators. Preparing these students of teaching for the realities of working with children in schools can be complex. Formal teacher training can offer detailed attention to the self-efficacy of candidates during coursework and early field experiences. The purpose of this article is to provide strategies to help teacher educators and supervisors of preservice teachers promote self-efficacy development. Strategies that are linked to improved practices in supervision, the use of feedback, and staging reflection are described. Additional examples of early field experiences are presented with detailed procedures for organizing learning activities. [ABSTRACT FROM AUTHOR]

The article focuses on the need for an advocacy campaign to restructure physical education programs in the U.S., particularly addressing the needs of Black students and Indigenous people of color. Topics include the importance of re-evaluating physical education post-pandemic, the role of equity and inclusion in program development, and the need for culturally relevant pedagogies to meet global physical activity targets.

The purpose of this article to share ideas on developing an online Physical Education program by sharing resources and experiences from a middle school teacher and her students. The article starts by presenting current online Physical Education models. Next, reasons that online programming may be used, even concurrently with in person learning, are discussed. This is followed by planning ideas for an online Physical Education program. Lastly, a teacher and her students' learning experiences as well as sample lesson ideas are shared. [ABSTRACT FROM AUTHOR]

Flipgrid provides a medium for PETE students to embrace technology within the classroom setting. The goal of this research was to integrate Flipgrid into PETE courses at a mid-size university, reviewing changes in student skill performance, peer interaction/engagement, and cognitive development. [ABSTRACT FROM AUTHOR]

This article addresses six concerns raised by physical education teachers regarding working with children with Autism Spectrum Disorder: 1. Creating Engaging Programs; 2. Distracting/Negative Peer Relationships; 3. Emotional Regulation Difficulty; 4. Communicating the Task; 5. Narrow Focus and Adherence to Routines and Structure; and 6.Need for Support. The ABA concepts of functional behavior assessment, antecedent intervention, reinforcement, peer interventions, task analysis, and prompting are explained in the general physical education context with concrete ideas for practicing teachers. [ABSTRACT FROM AUTHOR]

Participation in study abroad programs continues to grow among United States college students. These programs are primarily developed, proposed, supervised, and evaluated by university and college faculty members. The aim of this article is to provide planning and recruitment recommendations for faculty members who are either considering, or have limited experience in leading health, kinesiology, and sport-related study abroad programs. [ABSTRACT FROM AUTHOR]

This Viewpoint is a response to last month's Viewpoint that looks at social and emotional learning (SEL) in physical education. The authors here actively promote the integration of SEL into physical education and use this piece to identify points and present alternative perspectives to move the conversation forward. [ABSTRACT FROM AUTHOR]

Social Media is a part of life these days, a majority of students use social media as a way to interact with each other, get information and keep up with current events. As teachers we can embrace this and help guide our students on how to use social media as digital citizens properly. This is how two professionals use twitter to engage themselves and their students in professional learning networks (PLNs). [ABSTRACT FROM AUTHOR]

A shift in paradigm for pre-professional training as suggested in this paper focuses on the practica experience component. General Physical Education (GPE) has been recognized as a direct service; professionals in physical education (PE) and Adapted Physical Education (APE) must deliver instruction and services to students with and without disabilities in the least restrictive educational environments. These environments are often shared with professionals from other "related service areas," such as physical and occupational therapy, music therapy, and therapeutic recreation. In pre-professional preparation programs, most PE and APE students are trained to deliver direct service. Rarely are they trained alongside pre-professionals from related service professions. General pre-professional training on collaborative educational and related service delivery needs to be emphasized, especially when a lecture/lab format is implemented. Lecture/lab formats include a dedicated practica experience recognized as motor clinics. Instructional training of pre-professionals to deliver coordinated service during practica prior to real-world teaching environments will greatly enhance student preparation and program outcomes. The traditional model for many of the undergraduate- and graduate-level pre-professional training programs in GPE/APE follows the paradigm of lecture and practica experiences. But a shift to more collaborative training is needed. The paradigm shift recommended in this paper is centered around APE and GPE pre-professionals experiencing hands-on training opportunities for students with disabilities using an interdisciplinary approach during practica experience. [ABSTRACT FROM AUTHOR]

The article presents the perceptions individuals have regarding grading system in physical education (PE). Topics discussed include need to develop cognitively in all academic content areas for students, the importance of testing the students’ physical abilities with psychomotor and proper monitoring of skill improvement and cognitive understanding by teachers.

The purpose of the article is to discuss the universal design for learning (UDL) framework as a curriculum development tool and illustrate how it can be implemented in the physical education setting to include children with disabilities. Although a few scholars in physical education have advocated for the implementation of UDL, their efforts may not have had the desired results, perhaps due to a misinterpretation of UDL's key concepts. The UDL framework places an emphasis on curriculum development that proactively includes scaffolds in which to provide modifications for children with varying abilities. This method enables teachers to improve their inclusion efforts for children with disabilities. The framework is similar to the National Standards for K–12 Physical Education in that it can be generalized to a diverse student body, which makes it easy to provide alternatives and modifications to reach certain goals. This article explains how educators can use UDL as a curriculum development tool to proactively include students with disabilities in their classes. [ABSTRACT FROM AUTHOR]

This article presents concepts that the author believes to be essential for the effective management of student behavior. These behavior management concepts will help both veteran and future physical education teachers to provide effective instruction to all students and enhance student learning. [ABSTRACT FROM AUTHOR]

Previous and current literature tends to overlook the practice of deselecting, or "cutting," athletes from school sport teams. In particular, the perspectives of those directly involved in the cutting process have been largely unexplored in research studies, and the practice of cutting has not been addressed in terms of which methods are best for the athletes involved. This article aims to provide an understanding of the practice of cutting from the perspectives of teacher-coaches, parents and athletes. The authors explored cutting practices and perspectives; the physical, social and emotional effect on athletes; and strategies for best practice. This process involved surveying and interviewing teacher-coaches and athletic directors, as well as interviewing student-athletes who had been cut and their parents — all with a goal to further understand the varied perspectives and effects of cutting as a practice. Finally, for those coaches who have to cut athletes from their teams, best practices will be shared. These clear and concise strategies and examples will help coaches and athletes cope with what are often difficult decisions for all involved. [ABSTRACT FROM AUTHOR]

The U.S. is in the midst of one of the worst teacher shortages in recent memory. While some students will naturally find their way into teaching, other qualified candidates may only need a little encouragement. The purpose of this editorial is to provide a few ideas for increasing recruitment efforts and helping students who show interest in HPE teaching careers connect with HPETE programs. [ABSTRACT FROM AUTHOR]

Morrison and colleagues found that paraeducators desired professional development for physical education, specifically collaborative professional development–so the teachers and paraeducators can learn strategies for working together.–However, it is not always possible for paraeducators to be trained at the beginning of the school year for a number of reasons including time constraints and scheduling conflicts. The purpose of this article–is to–present–various types–of–micro-trainings–that can be provided to–paraeducators–throughout the course of the school year. [ABSTRACT FROM AUTHOR]

Despite the increased advocacy for inclusive practices in the U.S. public school system, the exclusion of individuals with disabilities (IWD) from physical education and extracurricular sports remains a concern. This article discusses barriers to the inclusion of IWD in school-based physical education and other sport and physical activity programs, with an emphasis on the issues related to teacher and coach training. Further, the article presents considerations on how to address these barriers within physical education teacher education and coaching education undergraduate curricula. Physical education teachers and coaches are the individuals who have the greatest responsibility for promoting and ensuring inclusion in school-based sport and physical activity opportunities; therefore, comprehensive and appropriate training related to inclusion should be provided in undergraduate programs. [ABSTRACT FROM AUTHOR]

Historically, efforts to prepare teachers have relied on teaching preservice teachers bits of knowledge across various courses in a way that results in the accumulation of broad knowledge and skills for teaching. In contrast, practice-based teacher education focuses on the act of teaching by emphasizing deliberate practice, reflection and decision making. This article first describes the core outcomes of practice-based teacher education, and then discusses two critical pedagogies — teaching rehearsals and repeated teaching — re-envisioned for the purpose of enhancing the practice of teaching. Finally, it describes how these pedagogies are used in one teacher education program and shares preservice teachers' perspectives on the use of these pedagogies. [ABSTRACT FROM AUTHOR]

For decades there has been considerable research investigating educational climates in physical education. From those investigations, it is accurate to conclude that mastery motivational climates are a highly effective instructional approach when teaching motor skills and promoting physical activity engagement for young children. Due to this, researchers have informed practitioners of the benefits of implementing a mastery motivational climate in early childhood physical education. This article reviews mastery motivational climates, the research findings associated with the benefits of implementing this climate, and their implications to teaching, as well as introduces tips and strategies for implementing a climate of this nature. [ABSTRACT FROM AUTHOR]

Each year, health and physical education representatives converge at our nation's capital for the SHAPE America SPEAK Out! Day to advocate for health and physical education and its current initiatives. This endeavor has grown to include over 200 representatives from 46 different states. In recent years, this program has become very successful in recruiting teachers and administrators from all over the country to represent their states. What has been missing is the link for future teachers to be represented as well. This article discusses the importance of increasing the number of students and the direct connection that colleges and universities can make during this unique experience. Specifically, it describes how one university combined this powerful advocacy experience with its mission, which can serve as an example for other institutions to follow. [ABSTRACT FROM AUTHOR]

Many teacher candidates, cooperating teachers, school administrators, and physical education teacher education (PETE) programs have increased responsibilities and needs related to teacher performance assessments (TPA). One TPA in particular is increasing in usage across all content subject areas in the United States: the Education Teacher Performance Assessment (edTPA). This performance-based measure from the Stanford Center for Assessment, Learning and Equity is an authentic and sometimes high-stakes test of a teacher candidate's pedagogical skills in planning, instruction and assessment. This article presents three combined PETE programs' experiences over a period of three years. As both instructors in higher education and national edTPA scorers, the authors provide suggestions and strategies for success that may help three levels of stakeholders related to the edTPA. The purpose for presenting these perspectives is to help teacher candidates, school personnel, and PETE faculty to successfully implement, appreciate and embrace this approach to teacher performance assessment. [ABSTRACT FROM PUBLISHER]

The article presents comments by students and teachers on physical education and after-school sports. Topics discussed includes physical health of students, physical activity in children and youth and physical education classes for students. Other topics which includes physical education coaches are also mentioned.

The article offers perspectives on physical education instructors and their role as physical activity leader (PAL) in schools. University of West Virginia professor Brent Heidorn mentions the need for teachers to act as leaders of physical activity while Georgia State University student Christopher Freeman agrees with Heidorn. Furthermore, College of New Jersey student teacher Dennis Dressel points out their significant role in educational institutions.

Educators have witnessed a multitude of changes over the past 25 years. School shootings, social media, cyberbullying, and more recently the COVID pandemic all have transformed not just education, but the concept of what a "typical" student looks like. Now, more than ever before, students are exposed to a multitude of stressors with limited help or guidance. Unfortunately, with the influx of technology and a lack of face-to-face interactions due to COVID restrictions limiting social interactions, children are confronting these challenges without support normally provided by their peers. In the face of all these hardships, physical educators must be tasked with forging, developing, and solidifying lasting relationships to deliver another layer of support. [ABSTRACT FROM AUTHOR]

A recent social media post about dodgeball was an all-too-familiar attempt to validate the game as credible physical education content. It was evident by the many replies and comments to the post, that many in our profession are (a) still playing this "hall-of-shame" game; (b) think that all students love it; (c) believe it is teaching some kind of life skill; and (d) if we don't play it, we are making kids "soft". Dodgeball has been in the mock "physical education hall of shame" for over 20 years. How is this still a go-to for so many in our profession? Additionally, why do so many in our profession continue to defend the game with conviction and shame those who oppose it? [ABSTRACT FROM AUTHOR]

Overweight and obese students are often socially and instructionally excluded from physical education and school physical activity opportunities. This article describes teaching strategies from a study of middle school physical education teachers who are committed to providing effective teaching and positive experiences for overweight and obese students in their physical education programs. Tables list simple and complex strategies that these teachers use in their physical education classes to prevent or address social difficulties for these students, and to help them experience success in skill development, game play and fitness activities. Starting with a mindset that all students can learn, and that physical educators have a responsibility to address students' various needs, teachers can apply strategies at multiple levels of the students' ecology to create more positive experiences for overweight students in their own unique situations. [ABSTRACT FROM AUTHOR]

Physical education teachers and programs are affected by increasing accountability demands. The purpose of this article is to explain Ohio's journey from advocacy for state physical education academic content standards to state-level policy that led to the development of state-wide assessments and data reporting on each school's report card. The process for developing the standards and assessments is shared, as well as teachers' perceptions of the effect of the assessments and accountability measures on physical education. [ABSTRACT FROM AUTHOR]

The purpose of this article is to provide information for successfully working with students who identify as transgender. It provides insight into the topic from the perspective of an elementary school physical educator and that of a student. [ABSTRACT FROM AUTHOR]

This column is dedicated to the loss of physical education teacher Jeff Steffan, and what he meant to the field, his students and the author. [ABSTRACT FROM AUTHOR]

The article discusses research which examined ways by which health and physical education teachers practice social-critical pedagogies in New Zealand. Research findings indicate teachers' interrogation of existing power structures in a school in a lower socioeconomic area and their use of questions to engage students through dialogue about the notion of privilege in a school in a high socioeconimc area. It suggests educators to consider sociopolitical aspects in developing ciritical awareness.

In response to an iPad initiative at a mid-sized New England university, all faculty, junior and senior undergraduates, and graduate students were required to have iPads by the first day of class in the fall semester of 2013. Goals of the initiative focused on preparing future teachers to use the iPad as a teaching and learning tool so they could be successful in schools where iPad use has become ubiquitous. This article addresses the process of integrating the iPad into teaching and learning in a university physical education department. Specifically, a “padagogy wheel” based on Bloom's revised taxonomy will be provided to show how mobile devices and applications can be used in innovative ways to meet the learning objectives of university-level physical education courses. [ABSTRACT FROM PUBLISHER]

Elementary classroom teachers are an increasingly important constituency in school-based physical activity promotion. This article situates the need for classroom teacher physical-activity promotion at the intersection of what we know about teacher actions, what informs those actions, and what recent research has uncovered. Recommendations are provided for ways in which physical education teacher educators and inservice physical education teachers can help classroom teachers to promote physical activity among their students. [ABSTRACT FROM AUTHOR]

While professional development (PD) initiatives for practicing teachers are not new, an increasing body of research has contributed to a growing understanding of what constitutes effective practice in physical education. Findings indicate an enhanced recognition of the importance of providing teachers with PD opportunities where learning is aligned, coherent, and sustained. Yet, PD practice in physical education remains largely unchanged. The purpose of this article is to close the theory–practice gap by identifying what researchers have come to know as core features of effective PD and by providing examples of what these look like in practice. The article concludes with strategies for teachers and schools to begin to engage in meaningful PD experiences. [ABSTRACT FROM PUBLISHER]

The article presents answers to the question on the involvement of physically disabled students in dance activity in classrooms.

In response to the increased prevalence of childhood obesity and physical inactivity, a whole-school approach has been endorsed by the Institute of Medicine as having the greatest potential for providing coordinated opportunities for children to engage in daily physical activity. One model, the comprehensive school physical activity program (CSPAP), seeks to extend skills learned in physical education into applied situations that include but are not limited to: (1) before- and after-school programs, (2) physical activity during the school day (e.g., recess, physical activity in the classrooms), (3) family and community engagement, and (4) teacher involvement through physical activity leadership and commitment to address their own personal wellness. Given the current volume of national physical activity initiatives that are primarily led by teachers, coupled with the fact that the CSPAP is now considered the guiding national framework for schoolwide physical activity integration, the purpose of this JOPERD feature is to provide a platform for teacher educators to describe their efforts with the hope of inspiring fellow teacher educators to consider integrating similar CSPAP experiences that have the potential to increase physical activity engagement and change school culture. [ABSTRACT FROM AUTHOR]

This article discusses the under-recognized social justice issue of obesity bias (i.e., the tendency to negatively judge an overweight or obese individual based on assumed and/or false character traits) — specifically the obesity bias that may permeate our field of study and make its way into the school gymnasium and other physical activity settings. [ABSTRACT FROM PUBLISHER]

This feature has told stories of high school physical educators who have refused to accept the status quo of high school physical education programs. They have identified problems, initiated innovations in their own classes, implemented changes beyond their classes, and moved toward institutionalizing improvements throughout their programs and schools. While some believe initiating change in school physical education programs to be impossible without administrative, district, or state mandates, these teachers have proved otherwise — change from within is not only possible, but rewarding. This article reviews the lessons learned from these stories and synthesizes some principles of teacher-initiated change for secondary physical education. [ABSTRACT FROM PUBLISHER]

Most teachers have received encouragement to use technology in the classroom with little expectation or enforcement of the actual usage for instructional purposes. However, the current pandemic has dramatically increased the demand on teachers' time and ability to use technology, and also the need for teachers to use technology effectively and efficiently. Video-based instruction as a main teaching tool in physical education did not receive much attention before the COVID-19 crisis. [ABSTRACT FROM AUTHOR]

Researchers have identified connections between teacher enthusiasm and positive student achievement, test performance, recall, on-task behavior, attitudes toward learning, intrinsic motivation toward the subject matter, feelings of vitality, and ratings of teacher effectiveness. There may also be positive benefits for teachers when enthusiasm invades the instructional setting. The purpose of this article is to address the importance of teacher enthusiasm, identify indicators of enthusiasm, and offer some insight into helping teachers and teacher candidates show enthusiasm. [ABSTRACT FROM AUTHOR]