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The number of public-school students with disabilities has increased in the last decade, as has support for teaching students with and without disabilities in the same setting. Consequently, sufficient adapted physical education (APE) training for pre-service physical education teachers is critical to ensure meaningful physical education experiences for all students. Few studies on how physical education teacher education (PETE) programs are preparing future physical educators to teach students with disabilities exist. The purposes of this study were to preliminarily describe current undergraduate APE introductory courses, including: (a) instructor demographics, (b) course characteristics, (c) course content and (d) practicum experiences. Twenty-six faculty members currently teaching an introduction to APE course completed a 35-item web-based survey (26% response rate). Demographic characteristics of instructors were mainly homogenous, suggesting a lack of diversity among those teaching these courses. Twenty-four reported their program offered a practicum. Varying coverage of APE concepts explicates important content gaps in curricula that may hinder the quality of physical education services for students with disabilities. These findings deepen the understanding of who is instructing the courses, how the APE introductory courses are being taught across the US, and can serve as a reference for creating and improving PETE programs.

Radical cure of Plasmodium vivax malaria must include elimination of quiescent "hypnozoite" forms in the liver; however, the only FDA-approved treatments are contraindicated in many vulnerable populations. To identify new drugs and drug targets, we screened the Repurposing, Focused Rescue, and Accelerated Medchem library against P. vivax liver stages and identified the DNA methyltransferase inhibitors hydralazine and cadralazine as active against hypnozoites. We then used bisulfite sequencing and immunostaining to identify cytosine modifications in the infectious stage (sporozoites) and liver stages, respectively. A subsequent screen of epigenetic inhibitors revealed hypnozoites are broadly sensitive to histone acetyltransferase and methyltransferase inhibitors, indicating that several epigenetic mechanisms are likely modulating hypnozoite persistence. Our data present an avenue for the discovery and development of improved radical cure antimalarials.

In September 2022, the Drug Discovery Unit at the University of Dundee, UK, organised an international meeting at the Wellcome Collection in London to explore the current clinical situation and challenges associated with treating schistosomiasis. The aim of this meeting was to discuss the need for new treatments in view of the clinical situation and to ascertain what the key requirements would be for any potential new anti-schistosomals. This information will be essential to inform ongoing drug discovery efforts for schistosomiasis. We also discussed the potential drug discovery pathway and associated criteria for progressing compounds to the clinic. To date, praziquantel (PZQ) is the only drug available to treat all species causing schistosomiasis, but it is often unable to completely clear parasites from an infected patient, partially due to its inactivity against juvenile worms. PZQ-mediated mass drug administration campaigns conducted in endemic areas (e.g., sub-Saharan Africa, where schistosomiasis is primarily prevalent) have contributed to reducing the burden of disease but will not eliminate the disease as a public health problem. The potential for Schistosoma to develop resistance towards PZQ, as the sole treatment available, could become a concern. Consequently, new anthelmintic medications are urgently needed, and this Perspective aims to capture some of the learnings from our discussions on the key criteria for new treatments.

Public school administrators in the United States are required to supervise special education services, which include physical education and adapted physical education (APE). Although school administrators supervise and provide resources to support APE services, APE teachers have indicated that school administrators often interfere with their day-to-day practices and instruction. Thus, the purpose of this study was to examine school administrators' beliefs, attitudes, and intentions toward supporting APE within their school. Using a qualitative description approach, guided by the theory of planned behavior, nine building principals from California were interviewed about their perceptions and past experiences with APE. A thematic analysis enabled the authors to construct three interconnected themes: (1) APE teachers and services are valued, yet not prioritized; (2) stakeholders' support of APE can impact principals' attitudes and support of APE; yet, many remain indifferent regarding support of APE; and (3) lack of knowledge, resources, and funding prevents principals from providing adequate support to APE services and teachers. These findings emphasize both the support and barriers building principals often contribute to APE teachers' service delivery. Additionally, these findings highlight the important role administrators have in supporting APE teachers and creating a culture where APE services and teachers are valued. Future research designed to improve attitudes among school administrators toward APE is necessary. Moreover, to provide essential resources for effective APE service delivery, systematic and theoretically driven interventions that link knowledge to fill the APE knowledge gap among school administrators are warranted.

Background: Physical educators often reported being ill-equipped to teach autistic children. Furthermore, autistic children often report having negative experiences in physical education. The physical educator is key to shaping these experiences; however, research examining these educators' perspective towards teaching autistic children is limited. Aims: The purpose of this study was to explore physical educators' experiences working with autistic children. Method: A sequential explanatory mixed methods approach was utilized by first administering a questionnaire to physical educators about their perceptions towards teaching autistic children, and second, conducting in-depth interviews with a subset of the sample. Results: Survey data revealed that participants perceived that a variety of autistic characteristics challenging their ability to effectively teach autistic children. These challenges were further elaborated on in qualitative data in the theme of 'autism is a spectrum: an array of challenges'. Moreover, participants discussed strategies employed to effectively work with autistic children (theme 2: 'best practices'), including the importance of relationship building (theme 3: 'relationship building is vital'). Conclusions/Implications: Although physical educators are using various evidence-based practices and hold some views that the challenges autistic children face are partly attributed to society and the structures within it, a medical model viewpoint continues to be prominent. Future research should examine how physical educators form their views towards teaching autistic children.

Background: While preliminary research has indicated that adapted physical education (APE) teachers experience marginalization, little research has examined how specific relationships factor into these experiences. Purpose: This study sought to examine APE teachers' experiences and perceptions of school administrators. Methodology: Occupational socialization theory was used to guide semistructured interviews with 24 APE teachers about their relationship with administrators. Results: A collaborative approach to qualitative data analysis was used to construct four themes: (1) APE teachers are socialized to be marginal and settle for inadequate support; (2) negative impressions of general physical education led to a similar outlook on APE; (3) administrators focus on compliance with mandates over quality practice in APE; and (4) support depends on administrative effort, and many administrators look uncomfortable in the gym. Conclusion: Although these findings shed light on the complex, and often absent, relationship between APE teachers and their administrators, still additional research is needed.

School administrators can facilitate various funds and resources for quality physical education, or can present various obstacles and barriers to physical education teachers and programs. School administrators that support and prioritize physical education can allocate adequate funding for equipment, facilities, and resources. Additionally, they can ensure that physical educators have the necessary training and support to create engaging and effective curricula and lessons. Conversely, school administrators that do not value physical education can negatively impact programming by reducing funding for physical education. They can also create cultures that leads teachers and students to diminish the impact of physical education, simply by holding a low value of it.

In vitro evolution and whole genome analysis were used to comprehensively identify the genetic determinants of chemical resistance in Saccharomyces cerevisiae. Sequence analysis identified many genes contributing to the resistance phenotype as well as numerous amino acids in potential targets that may play a role in compound binding. Our work shows that compound-target pairs can be conserved across multiple species. The set of 25 most frequently mutated genes was enriched for transcription factors, and for almost 25 percent of the compounds, resistance was mediated by one of 100 independently derived, gain-of-function SNVs found in a 170 amino acid domain in the two Zn2C6 transcription factors YRR1 and YRM1 (p

Identifying tools to reinforce content on teaching children with visual impairments (VI) is needed to better inform future physical educators as children with VI often have poor physical education (PE) experiences. Content acquisition podcasts (CAPs), podcasts created with instructional design principles and expert-developed content, may provide preservice PE teachers with knowledge and confidence needed to properly teach children with VI. The purpose of this investigation was to compare knowledge and self-efficacy differences from pre- to postintervention among a control group, a textbook chapter group, and a CAPs group. A knowledge and self-efficacy assessment was developed through a modified Delphi method. The CAPs participants showed significantly higher knowledge gains compared with other groups. The CAPs group revealed significantly higher self-efficacy gain when compared with the control but did not significantly differ from one another. The textbook group did not significantly differ from the control group. Implications for future research and suggestions for practitioners are discussed.

Special education administrators have an influence over adapted physical education (APE) services, however little research to date has assessed special education administrators' knowledge of APE services. Thus, the purpose of this study was to determine special education administrators' knowledge of APE services. Fifty-one special education administrators completed a 21-question content knowledge test about key areas within the field of APE. A series of exploratory t-tests were used to determine whether their overall test scores differed significantly by a variety of demographic variables (e.g., gender, prior APE training). In addition, a repeated measures ANOVA was used to determine whether there were any significant differences between the three subsections of the test. Participants' overall test scores were approximately 40% (M = 8.41, SD = 2.28), which was similar to all three sub-sections within the test ('federal laws and APE' = 43%, M = 3.04, SD = 1.34; 'best teaching practices in APE' = 38%, M = 2.76, SD = 1.29; 'inclusion and least restrictive environment and APE' = 39%, M = 2.63, SD = 1.06). Test scores did not significantly differ by any of the demographic variables, p > 0.05. Recommendations for future research and professional development are discussed.

As most physical education teacher education programs provide little preparatory coursework on disabilities, it is unsurprising preservice physical educators often struggle to effectively include students with disabilities. Given upwards of 95% of students with disabilities are taught in integrated physical education classes, it is imperative teachers are prepared for this inevitability. Though it is moderately understood that preservice physical educators receive little preparation, what remains unknown is what those preparatory courses provide and what the rationale is behind their construction. The purpose of this study, therefore, was to examine introductory adapted physical education (APE) course instructors' perspectives towards the purpose of this course, the content delivered, and their rationale for the included content. Based on interviews with seven faculty (4 males and 3 females), three themes were constructed: 'It is learning that this may fail', '[Our] purpose is to expose them', and 'We cover … broad strokes'. These findings highlight APE faculty's recognition that their course alone is not enough to prepare future physical educators to effectively provide students with disabilities a quality physical education experience. Overall, teachers largely emphasized the practical components of the course and heavily relied on medicalized definitions of disability. The results from this study deepen the understanding of how introductory APE courses are currently being taught across the United States and provide suggestions for ways to improve course development.

E-learning has become an increasingly popular mode of teaching college students, including students in the field of kinesiology. With the rise of e-learning, it is important to examine and understand specific components of online learning, such as educational podcasts. Educational podcasts are podcasts that are developed specifically for learning purposes and are frequently developed and used by faculty members. Preliminary research suggests that many college courses already regularly use podcasts as a learning tool, as well as that educational podcasts are a beneficial tool to use to supplement the learning process. Thus, the purpose of this paper is to examine the literature related to educational podcasts. More specifically, within this paper the authors highlight the benefits of using educational podcasts, theories to apply to podcast development and implementation, types of podcasts, and strategies to properly incorporate educational podcasts within a kinesiology-related course.

A survey, developed with the Theory of Planned Behavior, was used to assess school administrators' intention to promote adapted physical education (APE). Survey results indicated that when school administrators' attitudes and subjective norms were favorable, the intention to promote APE was subsequently higher. The results indicate that if we expect public school administrators to promote APE in schools, they must know the importance of high-quality physical education to students with disabilities.

Exercise induces signaling networks to improve muscle function and confer health benefits. To identify divergent and common signaling networks during and after different exercise modalities, we performed a phosphoproteomic analysis of human skeletal muscle from a cross-over intervention of endurance, sprint, and resistance exercise. This identified 5,486 phosphosites regulated during or after at least one type of exercise modality and only 420 core phosphosites common to all exercise. One of these core phosphosites was S67 on the uncharacterized protein C18ORF25, which we validated as an AMPK substrate. Mice lacking C18ORF25 have reduced skeletal muscle fiber size, exercise capacity, and muscle contractile function, and this was associated with reduced phosphorylation of contractile and Ca2+ handling proteins. Expression of C18ORF25 S66/67D phospho-mimetic reversed the decreased muscle force production. This work defines the divergent and canonical exercise phosphoproteome across different modalities and identifies C18ORF25 as a regulator of exercise signaling and muscle function. [Display omitted] • Comparative muscle phosphoproteome of endurance, sprint, and resistance exercise • Identification of the canonical muscle exercise phosphoproteome • Identification of C18ORF25 as an AMPK substrate • Phosphorylation of C18ORF25 regulates skeletal muscle contractile function Blazev et al. characterized the signaling pathways regulated during three different types of exercise in human skeletal muscle. They identified the uncharacterized protein C18ORF25 as a target of AMPK and a new regulator of exercise capacity and skeletal muscle function. [ABSTRACT FROM AUTHOR]