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In the age of COVID-19, online physical education (OLPE) has emerged as a major part of the day-to-day professional practice of P–12 physical education teachers and physical education teacher education (PETE) faculty. Yet little is known about what would optimize an OLPE resource from the perspective of physical educators. This study addressed this knowledge gap. A convenience sample of P–12 physical education teachers (n = 9) and PETE faculty (n = 10) was recruited to participate in six focus groups. Data were qualitatively analyzed with both deductive techniques and inductive techniques and themes across both participant groups (physical education teachers and PETE faculty) and by group were identified. Across-group themes included generally negative views of OLPE, concerns of equity and context, thoughts on assessment, and design ideas for virtual resources. Within groups, P–12 physical educators shared concerns about grading and providing meaningful feedback, whereas PETE faculty focused on ensuring that OLPE was designed and delivered considering best practices. This study builds on a nascent line of inquiry that informs the development of an OLPE resource to meets physical educators’ professional needs during the pandemic and into an inevitable future where virtual teaching and learning are status quo.

Despite the success of total knee arthroplasty (TKA), malalignment continues to be a problem which often leads to post-operative complications. The aim of this study was to investigate the accuracy of a novel, imageless, optical surgical navigation tool to assist with the alignment of femoral and tibial cuts performed during total knee arthroplasty. Six board-certified orthopedic surgeons performed TKA procedures on 9 cadavers (17 knees total), using a novel, imageless navigation system (Intellijoint KNEE, Intellijoint Surgical). Varus/valgus, femoral flexion, tibial slope, and rotation measurements from the device were compared with angular measurements calculated from post-operative computed tomography (CT) images. Navigation measurements were highly correlated with those obtained from CT scan in all three axes. For the femoral cuts, the absolute mean difference in varus/valgus was 0.83° (SD 0.46°, r = 0.76), in flexion was 1.91° (SD 1.16°, r = 0.85), and in rotation was 1.29° (SD 1.01°, r = 0.88) relative to Whiteside’s line and 0.97° (SD 0.56°, r = 0.81) relative to the posterior condylar axis. For the tibia, the absolute mean difference in varus/valgus was 1.08° (SD 0.64°, r = 0.85), anterior/posterior slope was 2.78° (SD 1.40°, r = 0.60), and rotation was 2.98° (SD 2.54°, r = 0.79). Intraoperative monitoring with the imageless navigation tool accurately measures femoral and tibial cuts in TKA and may help to increase component alignment.

In the wake of COVID-19, online physical education (OLPE) has become essential to the sustainability of school physical education programs. The purpose of this article is to consider factors that may be influential in efforts to deliver OLPE to students. The comprehensive school physical activity program model is used to frame a multicomponent conceptualization of OLPE and its goals and outcomes. Central to this framing is the intersectionality of school physical education, the family, and the community. This article provides a platform for physical education teacher educators and researchers to advance OLPE in its support of both the educational and public health benefits of high-quality physical education programs.

As society becomes increasingly globalized in the 21st Century, internationalization has become a noticeable priority for institutions of higher education across the world. Practices and perception...

While internationalization is among the top strategic priorities of universities and colleges globally, research into the expanse of internationalization in the kinesiology discipline is not well r...

Recently, discussions regarding how to create a positive school climate where all can be successful has come to the forefront. Healthy schools support student learning, well-being, time, space to b...

As part of a coach’s informal learning process, previous athletic experience is a foundational element of an athlete’s future coaching career, determining the perspectives, beliefs, and behaviors the coach will use in their interactions with athletes. Although it is investigated more generally, previous athletic experience is rarely considered in understanding specific coaching behaviors related to supporting athletes’ needs and motivation. This study investigated 15 novice coaches’ personal athletic and coaching experiences to determine how these experiences influenced their own coaching practice with regard to the engagement in autonomy-supportive and/or controlling behaviors. The interview data revealed that novice coaches used their past experiences to inform their practice in the following three ways: (a) experienced controlling behaviors as an athlete, which transferred to a desire to be more autonomy supportive in coaching; (b) experienced controlling behaviors as an athlete, which transferred to a desire to be more controlling in coaching; and (c) experienced autonomy-supportive behaviors as an athlete, which transferred to a desire to be more autonomy supportive in coaching. These results suggest the importance of considering previous athletic experience as an antecedent to coaches’ engagement in autonomy-supportive behaviors.

Calls to transform the initial Physical Education Teacher Education (PETE) standards to reflect social justice have garnered little attention. Recent events have magnified the racial injustices inf...

The use of kinesthetic movement in the classroom toward improving health and educational outcomes among youth has been a topic of discourse in recent years. School initiatives that have infused mov...

The 39th Annual Dudley A. Sargent Lecturer challenges the kinesiology professions to be intentional in addressing issues related to spatiality. Beginning with an outline of how such a focus has via...

We can effectively mentor if in possession of qualities to empower mentees, which include: effective communication skills, knowledge of the professional realm, enthusiasm, passion and the ability t...

This commentary is not intended to be an all-inclusive “catch-all” but a starting point to inspire behavior change, cultural fluency, and an “ideological repositioning” of how we think about our pr...

This article will highlight aspects of the key elements that will benefit junior PETE faculty members who are seeking to advance their careers. This article will highlight tips for junior faculty m...

Drawing on Michel Foucault’s concepts of state racism and biopower, the author of the 26th Delphine Hanna Lecture presents several claims: (a) that the idea of the illegitimate outsider in Western world governments like the United States has largely been influenced by ancient Greek ideals, (b) that a host of policies and intentional actions by power brokers create derision and hierarchies between “old” and “new” immigrant groups, and (c) neoliberal ideology couched in actions that aim “to protect the state” is nothing more than a recoding of traditional racist rhetoric that expands systemic racism. The author identifies the capabilities approach, asset based community development, and framing movement and physical activity as issues of justice as critical strategies to ensure equal rights for all.

In October 2009, JOPERD published a special issue about “Engaging Urban Youths in Physical Education and Physical Activity.” Seven years later, many of the considerations mentioned remain relevant, such as large class sizes, limited access to equipment, and the lack of a dedicated gymnasium or outdoor space. These structural challenges matter. Some data suggest that larger class sizes and indoor lessons are associated with students spending significantly less time in moderate-to-vigorous physical activity and with teachers spending more time on classroom management. In addition, high rates of teacher turnover, difficulties communicating with English language learners, and low self-efficacy affect teachers' ability to engage students in physical education in urban settings. The purposes of this narrative review are to identify the attributes of urban settings that influence how physical education is taught, and to provide action-oriented strategies for addressing challenges and for making the most of avail...

This article presents a rationale for the infusion of social justice into kinesiology programs for the purpose of reducing inequities in society. Specifically, the current climate for social justice is considered and discussed using examples from an university-inspired service-learning initiative, law, and politics. Of note are the following areas of discussion: (a) differentiation between social diversity and social justice, (b) public pedagogy as a means by which to inspire service action, (c) the creation of climates for speech and application of social justice, (d) modeling and socialization for equity, and (e) the neoliberal threat to inclusiveness. The article concludes with suggestions for practice, research, and training to implore kinesiology programs to position movement as an issue of justice.

Overview. Service learning is a form of experiential learning that pairs academic educational experiences and community organizations to promote training, civic engagement, and meaningful service by students to their community. Kinesiology programs have moved toward increasing experiential and service learning options in health promotion for their students, but few have evaluated the student perceptions of these programs. Purpose. The purpose of the current study was to conduct a qualitative evaluation of a service learning course for kinesiology majors located in a low-income urban area. Method. Ten recent graduates of a department of kinesiology were enrolled in focus groups, stratified by gender, facilitated by a graduate research assistant not affiliated with their school. Focus group discussions were audiotaped, transcribed, and analyzed for themes. Results. Nine themes were identified: (1) personal and professional experience, (2) decision to participate, (3) location decision, (4) self-efficacy, (5) perceptions of program members, (6) social interaction, (7) personal and program communication, (8) physical facilities, and (9) program outcomes. Students positively evaluated the learning experience as valuable to their personal and professional development; noted changes in their perceptions of low-income communities and increases to self-efficacy and skill acquisition from the beginning to the end of the course; and observed significant needs and improvements in physical, emotional, and social outcomes of community members. Conclusions. This study demonstrated multiple and varied benefits of a service learning program for kinesiology students. Ongoing evaluation of service learning programs in health promotion is needed to enhance student and community outcomes.

This qualitative study explored the extent to which an archetype presented through a non-fiction text could impact aspiring coaches' (AC's) dispositions regarding social justice. Forty-three aspiring coaches at a Midwestern university enrolled in a foundations class that presented issues related to inequity were studied. Analysis of student journals indicated changes in AC's philosophies regarding social justice, an appreciation for the perspectives of underrepresented groups and emergent critical perspectives when examining sport processes. Results of the study imply that a focus on democratic education and constructivism in coaching preparation programs may be of benefit. A means by which praxis of this nature can be realized for future professionals is presented using Giddens' structuration theory.

This article describes the faculty-sponsored approach to undergraduate research (UGR) at Indiana University Purdue University Indianapolis. In this approach, individual or small groups of faculty organize or sponsor the research and recruit undergraduate students to get involved. This approach to UGR is opportunistic in that university faculty members take advantage of the resources and support available on campus to recruit and compensate undergraduate students to assist them with the research projects they are conducting for their own line of inquiry.

Culture and education are profound influences on teaching and learning. These acts are transmitted by a group's core values, beliefs, attitudes, type of communication, and linguistic styles. Pai, A...

(2012). Preparing PETE Students for Culturally and Linguistically Diverse Learners. Strategies: Vol. 25, No. 7, pp. 11-14.

In this study we explored the experience of competing in the Senior Games and the resultant contributions to the successful aging of older adults. We used in-depth interviews with older adults who participated in the National Senior Games. Analysis of the data produced five central themes: (a) perseverance, (b) career development and significant effort, (c) personal and social benefits, (d) unique ethos, and (e) identification as a senior athlete. We found that participating in the Senior Games as a form of serious leisure enhanced the well-being of older adults and could be utilized as a means by which to maintain a healthy lifestyle.

Although the rupture of extensor tendons after distal radius fractures is well described, acute flexor tendon ruptures are much less common. We report a case of acute rupture of the flexor pollicis longus and flexor carpi radialis tendons with acute carpal tunnel syndrome after a Gustilo-Anderson type II open distal radius fracture. We reviewed the literature to identify risk factors for tendon rupture and the development of carpal tunnel syndrome.

This article aims to outline the profiles of two unique populations impacted by residential mobility and provide recommendations for how we can help to meet their needs through physical education.

The purpose of this study was to investigate 42 African American college women (AACW) enrolled in the basic physical education program at a southern university in the USA to discern their experiences and perspectives as related to their K-12 physical education program. Data were collected through a survey questionnaire instrument and interviews. Constant comparison method was used to analyze the data. The findings revealed AACW (a) to participate in many physical activities in elementary school, few in middle school, and fewer in high school fewer (b) to disengage from participation in physical activities, (c) to self-perceive as tomboys, (d) to self describe as intelligent, energetic, athletic in elementary, intelligent, growing emotional, popular in middle school, and independent, studious, and intelligent in high school, and (e) to be aware of racial-self in middle and high school.

Contemporary educators have advocated for improving the quality of teacher education programs by infusing concepts of social justice. This article describes a teaching process introduced in John Wooden's book Wooden on Leadership as a model to aid students' initial thinking about the relevance of social justice in their work.

Despite the lower forces to the chest incurred during a sports injury compared to a motor vehicle accident, it is prudent to perform the standard of care chest radiographs and electrocardiogram to rule out any potentially severe complications.

In the established model of mammalian cell cycle control, the retinoblastoma protein (Rb) functions to restrict cells from entering S phase by binding and sequestering E2f activators (E2f1, E2f2 and E2f3), which are invariably portrayed as the ultimate effectors of a transcriptional program that commit cells to enter and progress through S phase. Using a panel of tissue-specific cre-transgenic mice and conditional E2f alleles we examined the effects of E2f1, E2f2 and E2f3 triple deficiency in murine embryonic stem cells, embryos and small intestines. We show that in normal dividing progenitor cells E2f1-3 function as transcriptional activators, but contrary to the current view, are dispensable for cell division and instead are necessary for cell survival. In differentiating cells E2f1-3 function in a complex with Rb as repressors to silence E2f targets and facilitate exit from the cell cycle. The inactivation of Rb in differentiating cells resulted in a switch of E2f1-3 from repressors to activators, leading to the superactivation of E2f responsive targets and ectopic cell divisions. Loss of E2f1-3 completely suppressed these phenotypes caused by Rb deficiency. This work contextualizes the activator versus repressor functions of E2f1-3 in vivo, revealing distinct roles in dividing versus differentiating cells and in normal versus cancer-like cell cycles.