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Millennial college students are typically digital natives who prefer experiential and active learning. This preference is in contrast to the traditional lecture method of teaching in higher education. Flipped instruction provides instructors with a means to integrate technology into their courses and expand active-learning opportunities. In flipped courses, students engage with technology-assisted learning opportunities outside the classroom. Corresponding in-class active-learning opportunities encourage students to apply foundational knowledge. This article summarizes research and provides an authentic case example to illustrate the way in which flipped instruction was applied in a physical education teacher education course to expand learning opportunities in the field.

Catherine Ennis was an educator, researcher, mentor, and innovator in the field of physical education. As mentor for doctoral students and early-career researchers, she advocated the importance of developing a research agenda to guide and connect one’s scholarship. The central feature of a research plan, she argued, was a guiding theoretical framework that helps scholars interpret their findings and make connections to larger bodies of literature. In this article, the authors discuss Ennis’s position that theory should guide and connect research in physical education and provide examples of how she developed complementary research agendas throughout her career that were connected to constructivist and social justice theories. The goal of both these research agendas was to improve the experiences of children and teachers in physical education programs. In concluding, the authors connect Ennis’s use of constructivist and social justice theories to the ethic of care and make recommendations for teacher education programs.

Online and blended instruction have emerged as popular teaching methods in the K–12 environment. The asynchronous characteristics of these methods represent potential for improved learning opportunities in physical education. Therefore, the purpose of this scoping review was to provide a comprehensive overview of research, commentary, and practical articles related to the use of these methods in K–12 physical education. Method: PRISMA-ScR guidelines directed this review, and 5 databases were searched for English-language articles. Results: Twenty-four articles fulfilled the inclusion criteria. Of these, 14 were research-based and 10 were commentary or practical articles. Most related research has been conducted in secondary-school environments. Minimal learning-related outcomes were reported across studies. Evidence provided in commentary and practical articles is largely anecdotal and based on research from other subject areas. Conclusions: Systematic research related to the design, adoption, and implementation of online and blended instruction in physical education is warranted.

This paper evolved from a panel discussion presented at the 2020 American Kinesiology Association Leadership Workshop focused on promoting physical activity through Kinesiology teaching and outreach. The authors consider the role of Physical Education Teacher Education (PETE) in promoting physical activity by examining the historical role that PETE has played in what are now Departments of Kinesiology, the status of PETE programs today, and how the future of PETE programs can impact the future of the discipline of Kinesiology. The challenges and barriers that PETE programs face are presented. The role of PETE programs in research institutions is examined, and case studies are presented that demonstrate the complexities the academic units face regarding allocating resources to PETE programs. The consequences of program termination are considered, and the authors then make a case that PETE programs are important to the broader discipline of Kinesiology. The authors conclude by encouraging innovative solutions that can be developed to help PETE programs thrive.