The pandemic, imperatives for human and civil rights, growing economic challenges, new accountability requirements, and distance-delivered learning technologies are reminders of novel 21st-century needs, problems, challenges, and opportunities. All demand a sense of urgency. Building on selected traditions and achievements, today's futuristic…

Interviews were conducted with 16 elementary school teachers across Canada (eight generalists and eight physical education [PE] specialists) to explore their experiences when instructing PE. Questions were phrased to encourage exploration of the perspectives of generalists and specialists, with a particular focus on teaching philosophy, barriers…

Physical education remains one of the most liked school subjects, irrespective of grade level or geography. Nevertheless, sections of the student body dislike the subject immensely and even more think it should be organized differently. Students who are less competent have long claimed that physical education teachers and the curriculum favor the…

The purpose of this study was to understand the unique stressors faced by physical educators working in New York City schools. Participants included 34 New York City physical educators who participated in semi-structured interviews about their experiences teaching in an urban context. Qualitative data analysis resulted in the construction of four…

Introduction: Early development of fundamental movement skills (FMS) has various health, social, emotional, cognitive, and physical benefits. However, reports indicate children's motor skill proficiencies are diminishing. Therefore, the early childhood years and early childhood educators are vital for providing opportunities for FMS development,…

The COVID-19 pandemic has presented unprecedented challenges for physical education teacher education (PETE), and PETE appears to suffer the most when transitioning from face-toface to virtual (online) environments due to the characteristics of PE. There is no literature found to address the profound challenges and solutions for teaching PETE…

Schools are accountable for educating students in specific positive knowledge, skills and values relevant to that specific society. However, it is unclear how disability is perceived and treated by teachers, and how students acquire awareness and positive perceptions towards disability through the teaching-learning process. The concept of critical…

Due to the overemphasis of traditional sports at the expense of other movement domains in physical education (PE) programmes, there is a need to consider what factors might enable or limit PE teachers' incorporation of some of these other domains that can support student learning. The focus of this article is on one such marginalized domain --…

The successful inclusion of students with special needs in physical education classes requires much planning and preparation. Lack of preparation of physical education teachers working in inclusive settings in Brazil has demonstrated the need for specialized training in strategies for implementing inclusion. The goal of this study was to identify,…

The purpose of this study was to examine how two teacher educators integrated sociocultural issues within their undergraduate physical education teacher education (PETE) programs. We engaged in self-study to examine challenges and barriers to teaching sociocultural issues to pre-service teachers (PSTs). After discussing social justice in PE at a…

Purpose: This paper aims to share responses from current literature, a small case study about perceptions and practices of the school of education faculty toward multicultural and educational issues concerning the rapid rise in online environments during coronavirus (COVID-19) experiences and just-in-time strategies for addressing digital equity…

As novel approaches to post-graduate education emerge and professional learning concepts evolve, there is a need for additional research investigating the processes by which physical education teacher education (PETE) faculty and administrators conceptualise and launch non-traditional graduate programming. The purpose of this study was to…

This paper reports on three cases where university teacher educators have provided an ongoing and interactive support system for teachers learning a particular curriculum and instructional model in physical education in their own schools. Located in diverse contexts (Ireland, Spain and Taiwan), each of these initiatives was grounded in the idea…

Quality inclusive physical activity (PA) programmes have demonstrated vast benefits for individuals with (e.g.) and without disabilities. For example, among people with disabilities, PA participation is related to enhanced social inclusion, reduced risk for secondary health conditions, optimised physical functioning, and improved overall…

To receive National Association for Sport and Physical Education (NASPE)/National Council for the Accreditation of Teacher Education (NCATE) accreditation, Physical Education Teacher Education (PETE) programs must meet the six NASPE standards (NASPE, 2009). The NASPE/NCATE regulations ensure PETE programs provide a curriculum aligned with NASPE.…