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The purpose of this article is to provide recommendations as to how teacher content knowledge can be improved to enhance the efficacy of RT programs for secondary PE students. We offer four recommendations including 1) Embed RT for adolescents content knowledge within physical education teacher education (PETE) programs, 2) Professional development opportunities for in-service teachers, 3) Offer certifications within PETE program course work and professional development opportunities, and 4) Work towards standardization of content knowledge regarding adolescents and RT to provide a starting point for PETE programs and professional developments.

Many adolescents lack the requisite physical preparation for sport participation and PA. Multi-sport participation and resistance training during youth (age 5-11) and adolescence (age 12-17) years can positively affect physical activity levels, health outcomes, and promote long-term athletic development (LTAD). The National Strength and Conditioning Association (NSCA) created a position statement regarding LTAD. K-12 schools provide an ideal environment to deliver LTAD programs. Limited literature exists regarding how best to implement LTAD within K-12 physical education. The purpose of this paper is to provide physical educators with strategies to implement LTAD within K-12 programming. In this paper, we have described how specific curriculum models are aligned with LTAD and can support developmentally appropriate progression of PE content across instructional levels. Implementation of LTAD programs within PE utilize standards based curriculum design to create multi-curricular offerings that include resistance training.

The purpose of this article is to provide practical applications for eccentric focused RT through the lens of DI that K-12 PE teachers can incorporate within their curriculums. Within the DI framework, differentiated assessments are key to measure readiness and the product of learning. The Brockport Fitness Tests are presented as a strategy to employ differentiated assessments. Eccentric focused RT protocols and exercises are outlined to accommodate varying ability levels. Additionally, an example weekly plan and workout template are presented as useful examples for teachers to utilize to promote effective and motivating strategies.

Technological knowledge, technological content knowledge), and technological pedagogical knowledge is swiftly becoming a popular topic in the field of physical education teacher education (PETE). The Initial PETE Standards set forth by SHAPE America indicate that preservice physical education teachers (PPETs) should be taught how to use and teach with technology in their K-12 gymnasiums. However, research has indicated that PPETs are not being adequately prepared to teach with technology. This is a major concern seeing as the K-12 student population is becoming more technologically advanced. Additionally, the COVID-19 pandemic has highlighted the need for quality and equitable learning and instruction to occur through online platforms. The purpose of this study was to examine the number of credit hours dedicated to technology across the undergraduate curriculum of PPETs. To help frame the study, we used the 2018 Carnegie Classifications as a guide to see whether there were differences in technology credit hour allocation across varying colleges and universities in the United States. In addition to using the Carnegie Classifications, we broke up technology credit hours into three categories. For example, technology credit hours were offered during either the general education, the professional education, and/or the PETE major phase. Results from a paired-samples t test, an analysis of variance, and a multivariate analysis of variance indicated that PPETs take more technology credit hours during the professional education phase of their undergraduate curriculum than during the PETE major phase. Additionally, PPETs enrolled in doctoral institutions take more technology credit hours in the PETE major phase than PPETs enrolled in baccalaureate institutions. The incorporation of technology into PETE coursework, field experiences, and student teaching practicums will better prepare PPETs to deliver quality physical education through online interfaces.

Curricula grounded in social justice are vital in higher education, including kinesiology programs. The United States has seen continued increases in diversity, with education consistently displaying poor representation of historically marginalized groups. The purpose of this paper is to offer three elements that kinesiology programs should consider when aiming to successfully engage in developing social-justice curricula: context, climate, and "red tape." We define and describe each element and how it influences our approach to curriculum development and provide specific examples from our work in the University of New Mexico Physical Education Teacher Education program to illustrate practical implementation. We argue that social-justice curriculum development is required to prepare young professionals to enter the field with the knowledge, skills, and dispositions to meet the needs of diverse communities. [ABSTRACT FROM AUTHOR]