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Novice teachers struggle with assessing fundamental motor skills. With growing time constraints, not to mention the current COVID-19 pandemic, professional development needs to be streamlined, asynchronous, and online to meet the needs of current teachers. The purpose of this study was to test the feasibility and efficacy of the Motor Skill Assessment Program (MSAP) in increasing the assessment competency of the underhand roll among physical educators and to examine which factors associated with posttest assessment scores. Twenty-nine physical educators (female = 21, male = 8) completed the program. Paired sample t tests were used to determine the efficacy of the program in improving assessment accuracy from pretest to posttest. Associations between posttest scores assessed which factors predicted success within the program addressing feasibility. Program completion resulted in significantly better posttest assessment scores among participants. Guided practice attempts and average scores on guided practice tests correlated most strongly and positively with posttest scores. The assessment training program increased the assessment competency of physical educators. Guided practice and using practice tests best predicted participant learning. Now that the MSAP results with teacher learning and is feasible, this efficacy trial should be scaled up to feature a control group and more skills.

Quality physical education can play a critical role in helping students become more active, physically literate, and develop the skills and interests to remain physically active throughout their lives. The healthy, physically active student is more likely to be academically motivated, alert, and successful in school. Unfortunately, findings from multiple studies interviewing students with disabilities suggest that students with disabilities are often less active and feel more socially separated from the class compared to their classmates without disabilities in general physical education. Clearly, more research is needed to identify best practices or strategies for creating a positive learning environment in physical education for all students. This paper examines future research considerations based on what we currently know about the physical education experiences and concerns of students with disabilities as well as concerns voiced by general physical educators. Considerations include: (1) What evidence do we have and what evidence do we need to show students with 3 disabilities are receiving appropriate physical education whether included or in a separate setting? (2) What evidence do we have and what evidence do we need to show that physical educators are properly trained and qualified to provide physical education to students with disabilities? (3) What evidence do we have and what evidence do we need to show that particular curricular and teaching models are effective when including students with disabilities in general physical education and when working in small groups or one-on-one? (4) What evidence do we have and what evidence do we need to show that students with disabilities are socially part of the class and not simply physically present.

Many plants rely on soil seedbanks to persist in fire‐prone ecosystems. However, knowledge of plant responses to fire is largely based on above‐ground dynamics. Quantifying how fire influences the seedbank of a diverse range of species will improve fire management.Here, we aim to understand how the timing of fires influences species occurrence in the soil seedbank, and how this relates to species traits, in a Mediterranean‐type ecosystem. We sampled the soil seedbank across 57 sites that represent a range of fire frequencies (1–9 fires in 81 years) and time since fire (1–81 years). Through a 15‐month germination experiment, we identified 39,701 germinates from 245 plant species. Using nonlinear models, we quantified the responses of 75 species' soil seedbanks to fire history and compared these to above‐ground responses.Fire influenced species' soil seedbanks according to seed longevity and species' life‐history traits. We observed a response of 15 species' seedbanks to time since fire: All were species with long‐lived seed, including eight annuals, five resprouters and an obligate seeder. Similarly, we observed a response of 17 species' seedbanks to fire frequency, 16 of which had long‐lived seed. Extensive periods without fire (>40 years) increase seedbank availability for annuals that form a long‐lived seedbank, and frequent fire (every ≤15 years) depletes it. We did not detect a consistent influence of fire on species from several other functional types. Many (53%) species found in the soil seedbank were not found in the above‐ground vegetation, and seven of the 22 modelled displayed an above‐ground influence of fire.Synthesis and applications: Fire frequency influences the probability of species occurrence in the soil seedbank. Frequent fire depletes seed availability of species that depend on long‐lived soil seedbanks for persistence. Yet, other species, including perennials with short‐lived seed storage, appear to be resilient to the frequency of fires experienced to date. We suggest fire management should aim to generate variation in fire frequencies within the landscape, including areas of low fire frequency, tailored to maintain rich plant diversity within the soil seedbank. [ABSTRACT FROM AUTHOR]

Canopy storage of seed (serotiny) is an important persistence strategy in fire‐prone environments. Serotinous populations can be threatened when fire intervals are shorter than the time needed to accumulate seed, or when longer than plant lifespans.Understanding how fire regimes influence canopy seedbanks requires study of the timing of plant maturity, seed output and germination traits. Research that spans plant functional types, such as resprouters or obligate seeders, helps to understand the mechanisms through which fire has influence.Using field data collected at 57 sites in a Mediterranean shrubland of southeastern Australia, we modelled how time since fire and mean fire interval influenced infructescence (hereby cone) production. Additionally, seed output, viability and germination speed were assessed in the laboratory.Reproductively mature resprouters were first observed 2 to 4 years post‐fire in the field, and reproductively mature obligate seeders 6 years post‐fire, depending on the species. Reproductively mature plants were not observed at short mean fire intervals: until 3 and 9 years for resprouters and nine and 18 years for obligate seeders, again, varying by species. When resprouter species reached maturity, we observed a decline in cone production as time since fire increased. This decline was not observed for obligate seeder species.Fire influenced the number of viable seeds produced within cones for one resprouter species, Allocasuarina paludosa, but we did not detect a relationship for other species.Germination speed was faster for species that produce few seeds per cone, and slower for species that produce many seeds, indicating a trade‐off between fire‐related seed traits. For example, Hakea rostrata, which holds two seeds per cone, germinated mostly within the first few weeks, while Callitris rhomboidea, which holds many seeds per cone, germinated asynchronously over 9 months.Short intervals between fires reduce canopy seed production for the serotinous species studied. Obligate seeders were more sensitive to frequent fire than resprouters. In the context of expected increases in wildfire frequency and droughts in Mediterranean ecosystems, our findings suggest that serotinous species' reproduction and recruitment will be differentially impacted depending on a suite of functional traits. Read the free Plain Language Summary for this article on the Journal blog. [ABSTRACT FROM AUTHOR]

Purpose: To examine how physical educators and adapted physical educators make decisions regarding the implementation of the least restrictive environment law and what factors influence those practices. Methods: This study utilized a descriptive survey design through an online platform. Participants included 78 teachers (30 physical educators and 48 adapted physical educators). Descriptive statistics and group comparisons through a multivariate analysis of variance were conducted. Results: A significant difference in the implementation of the law between physical educators and adapted physical educators was detected, F(44, 33) = 2.60, p = 0.003; Wilk's [Lambda] = 0.224, [Eta][superscript 2][subscript p] = 0.78. Adapted physical educators were more involved in making decisions regarding the individualized education program process and student placement. Access to qualified staff was reported as a major barrier to implementation. Discussion/Conclusion: The implementation of the least restrictive environment law and its barriers are discussed.

Since 1975, the implementation of the Least Restrictive Environment, a federal mandate of Public Law 94-142, has been historically challenging for physical educators and adapted physical educators. Confusion and misinterpretation of the law's intent, as well as competing ideologies, have perpetuated failed Least Restrictive Environment (LRE) practice in the United States. The purpose of this essay is to revisit the conversation about LRE in PE and to provide direction for higher education's role in addressing the issues. In doing so, a detailed historical context of the LRE is provided, followed by a discussion of the issues associated with the law that have emerged in the literature. Finally, future research directions to address these contemporary issues are presented to the readers.

Physical Educators face significant challenges in including students with disabilities. To address this issue, appropriate professional development must be provided. Traditional professional development is limited by barriers such as cost, time, location and availability. The purpose of this randomised experimental design study was to determine the effectiveness of an Online Professional Development (OPD) course, built upon Adult Learning Theory and Mayer's principles, to provide physical educators with increased knowledge about, and motivation to implement, a peer tutoring programme. Results revealed that (a) participation in an OPD course resulted in a significant increase in knowledge related to peer tutoring for physical educators who participated in the OPD course, and (b) participation in the OPD course resulted in over 70% (n = 15) of teachers applying lessons learned from the course to their PE classes. Discussion involves an interpretation of findings and an analysis of issues relating to OPD including application of OPD lessons to the class, dropout, and future considerations for OPD and inclusive physical education.

The current practice of the least restrictive environment (LRE) policy in physical education (PE) settings is not well understood. The purpose of this study was to explore how PE and adapted physical education (APE) teachers make placement decisions and what factors impact those practices. Qualitative data were collected via survey and follow-up interviews with 78 (30 PE, 48 APE) and 12 (five PE, seven APE) teachers, respectively. Through a qualitative description design, four themes emerged: (a) the importance and pitfalls of teacher education, (b) APE teachers involved, PE teachers not, (c) lack of resources challenge LRE implementation and (d) demanding duties exacerbated by perceived marginalization. Findings suggest that the teacher education programs did not provide enough real-world experience in making LRE decisions. Further, PE and APE teachers felt that marginalization prevented the appropriate practice of the special education policy.

The aim of this retrospective study was to assess the relation between carpal malalignment correction and radiological union rates in surgery for scaphoid nonunions. A total of 59 scaphoid waist fracture nonunions treated with open reduction and palmar tricortical autograft were divided according to their pre- and postoperative scapholunate (SL) and radiolunate (RL) angles. We found that carpal malalignment failed to correct in 32 of 59 (54.2%) patients despite meticulous surgical technique and placement of an appropriately sized wedge-shaped graft. In total, 43 (72.9%) fractures united at a mean of 4.47 months (range 3–11). Of the 27 fractures with postoperative SL and RL angles within the normal range, 21 united, whereas 22 of the 32 remaining fractures that failed to achieve postoperative angles within the normal range went on to union. The postoperative SL and RL angles were not related to union. Our findings suggest that in scaphoid fracture nonunion surgery, carpal malalignment may not be corrected in a substantial proportion of patients, but such correction may not be essential for bony union. Our findings also show that there is no marked collapse of the scaphoid graft in the early postoperative period. [ABSTRACT FROM AUTHOR]