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Ryan Nolan and Matthew D. Zbaracki

student fitness levels will deteriorate when they have less structured days, which are caused by the cancellation of onsite school (and therefore remote learning) and lockdown restrictions introduced. Review of Literature Poitras et al. ( 2016 ) found that PA in adolescents is fundamental to their health

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

” times. We quickly learned that this network was invaluable as we pivoted to an online format when the pandemic hit. Virtual Gatherings The news regarding change to remote learning struck PSU during Spring Break 2020. With only a few days to convert courses, kinesiology faculty at several campuses met

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Heidi J. Ferreira, Luiza Gonçalves, and Melissa Parker

The COVID-19 pandemic brought significant changes to education settings worldwide. Albeit accounting for local differences, a similar reality was faced by many countries (including Brazil) in terms of a rapid transition to remote learning with no or insufficient preparation for educators. The

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Miriam E. Leary, Randy W. Bryner, and Oladipo O. Eddo

In response to the pandemic, colleges and universities across the globe were forced to rapidly transition to remote teaching. Remote learning predates the COVID-19 pandemic, but the immediate impact of the SARS-CoV-2 outbreak marked its exponential growth. The impact of COVID-19 on higher education

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Amanda Young, Seán Healy, Lisa Silliman-French, and Ali Brian

To inform the development of scalable and sustainable fundamental motor skill interventions for children with Down syndrome, this study examined the feasibility and preliminary effectiveness of Project Skill Intervention Implemented by Parents (Project SKIP), a web-based, parent-mediated intervention intended to improve ball skills among children with Down syndrome. Twenty-four families enrolled in the study (including 13 boys and 11 girls; M age = 4.92). Fourteen children were assigned to an experimental group and participated in the 6-week intervention, and 10 children served as the inactive comparison group. The Test of Gross Motor Development-3 was administered preintervention and postintervention. In addition, parents of children in the experimental group completed a postintervention survey to assess their perceptions of Project SKIP. Following the intervention, there was a significant improvement in ball skills (p = .023, d = 0.86) for children in the experimental group, whereas the comparison group did not show significant improvement. Moreover, parents perceived Project SKIP to be feasible and effective; all parents reported being satisfied with their overall experience in the program, and 11 parents indicated that their child’s fundamental motor skills were positively influenced by the intervention. Engagement was high, with the majority of parents (n = 8, 57%) interacting with Project SKIP content three to four times a week.

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Duane Knudson and Melissa Bopp

academic integrity. Experience With Academic Integrity Violations During the Pandemic The Spring 2020 mid-semester pivot to remote learning for most universities across the United States meant that assessment strategies that were well defined in the syllabi needed to be adapted for remote delivery. Faculty

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Zachary Wahl-Alexander and Clayton L. Camic

muscle strength, endurance, and cardiovascular endurance. These results provide initial indications that remote learning over the course of several months has the potential to impact youth’s health-related fitness markers, aligning with previous research specifying deleterious short-term changes in

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Giacomo Farì, Stefano Di Paolo, Domenico Ungaro, Gianluca Luperto, Eleonora Farì, and Francesca Latino

activities on electronic devices could be considered as the logical consequence of the reorganization of Italian schools with remote learning, a tool necessary to keep study courses intact despite the compulsory closure of schools. Furthermore, the increase in the use of electronic devices for recreational

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

remote learning environment. Since this was a self-rated scale item on the survey, it is unknown what criteria teachers were using to measure their own effectiveness. Some interesting and possibly alarming questions, however, remain regarding the goals of PE teachers while teaching remotely. If half of

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Laurel Whalen, Jeanne Barcelona, Erin Centeio, and Nathan McCaughtry

their remote learning?”); and open-ended questions, to solicit data on their perceptions of the value of the virtual lesson content provided (e.g., “If you used DSHINES lessons, what did you find beneficial?”). Data Analysis The survey instrument was previously used for program evaluation purposes