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Siu Ming Choi, Raymond Kim Wai Sum, Elean Fung Lin Leung, and Cindy Sit

contribute to negative interconnections even with online teaching and learning processes. Specifically, motivation and physical activity levels are negatively associated with physical competence and perceived physical literacy. Divergent results on such relationships were found in similar studies among the

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Mike Rayner and Tom Webb

distance learning program, a design team consisting of academics, developers, librarians, alumni, and employers are required from the initial conception stage, and continuously throughout the delivery process. In the short time that academic staff were afforded to move to an online teaching platform in

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Kevin Mercier, Erin Centeio, Alex Garn, Heather Erwin, Risto Marttinen, and John Foley

This study investigated physical education (PE) teachers’ experiences with remote instruction in the United States during the initial outbreak of COVID-19. PE teachers (n = 4,362) from all 50 states completed a survey identifying their experiences with remote instruction in May, 2020. Survey responses were analyzed by geographic region, district type, and school level. Teachers reported having students submit assignments (51% yes), using video instruction (37% yes), being less effective when instructing remotely (20% yes), and emphasizing student outcomes focused on health-related fitness (32% yes), and physical activity value/enjoyment (43% yes). Access to technology (40% yes) and required student assignments (43% yes) were lowest among teachers from the South. Rural teachers reported the least access to technology (37% yes) and rated themselves as least effective (24% yes). Secondary level teachers reported the highest percentage of required assignments (84% yes). Teachers’ responses identify unique challenges to delivering equitable and effective remote PE instruction.

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Gerard L. Hanley

A framework to advance and sustain the American Kinesiology Association community's capabilities to put educational innovations into practice through the use of MERLOT's open educational services and resources ( is presented through the metaphor of a folk tale, Stone Soup. The American Kinesiology Association can use MERLOT's free and open library services to build a quality collection of peer-reviewed instructional materials in kinesiology, design a custom “teaching commons” website for their community to share exemplary practices, use MERLOT Voices online community platform to enable asynchronous discussions and collaborations, and create new open educational resources with MERLOT's Content Builder tool. Leveraging the California State University's Course Redesign with Technology program and the Quality Online Learning and Teaching (QOLT) project can become part of the American Kinesiology Association's strategy as well.

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Paul Carpenter, Karen Stylianides, Rebecca Weiler-Timmins, Andrea Randolph-Krisova, Kelly Sprinkle, and Rosa Angulo-Barrosso

discipline groups, connecting faculty across the CSUs in each of the disciplinary areas of kinesiology to meet and share teaching strategies as we moved classes online. In each group, there were faculty with online teaching experience and faculty who had never taught online. Each of these groups was led by

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Francisco Javier Gil-Espinosa, Iván López-Fernández, Rubén Espejo, and Rafael Burgueño

fully online teaching–learning process of PE teachers during the lockdown period due to the COVID-19 pandemic ( Centeio et al., 2021 ; Mercier et al., 2021 ). However, some systematic reviews show that research on blended learning in secondary education is very scarce ( Daum & Buschner, 2018 ; Killian

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Fernando Santos, Martin Camiré, Dany J. MacDonald, Henrique Campos, Manuel Conceição, and Ana Silva

inclined to attend online CEC than in-person CEC, there is a need to reflect on how to design dynamic online teaching initiatives (e.g.,  Kubayi, Coopoo, & Morris-Eyton, 2016 ). Several researchers (e.g.,  Northrup, 2002 ; Swan & Shih, 2005 ) have argued that for dynamic online teaching to be effective

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Kayla Baker, Melissa Bopp, Sean M. Bulger, YuChun Chen, Michele L. Duffey, Brian Myers, Dana K. Voelker, and Kaylee F. Woodard

design and technology support in the form of website development with pandemic-related information, online teaching resource sharing, weekly workshops and webinars, individual consultations, and technical assistance. Immediate priorities focused on increased student connectivity, managing student

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Robyn Lubisco, Genevieve F.E. Birren, and Ryan Vooris

posted three openings, whereas 10 schools posted two openings. Table  3 provides a summary of the number and percentage of job postings by funding, Carnegie classification, job title, tenure status, and whether online teaching was required. Table 3 Distributions of Job Postings in Sport Management

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Margaret T. Harris and Mike Metzler

online teaching and learning, including but not limited to Guided Didactic Conversation, Transactional Distance Theory, and Connectivism ( Lokey-Vega, Jorrín-Abellán, & Pourreau, 2018 ). In their most recent “Theoretical Perspectives” chapter of The Handbook of Research on K-12 Online and Blended