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David N. Daum and Amelia M. Woods

K-12 online physical education (OLPE) is as an educational opportunity in at least 30 states in the US (NASPE, 2006; 2010; 2012). The purpose of this study was to examine physical education teacher educators’ perceptions toward and understanding of K-12 OLPE. Bandura’s Social Cognitive Theory (1986) served as the theoretical framework for this study. Data were collected utilizing semistructured open-ended interviews. Participants (N = 25) were current physical education teacher education (PETE) faculty members at universities granting bachelor’s degrees in physical education certification. Participants believed that NASPE (2004) National Physical Education Standards could be met online, except for Standard 1, which relates to motor skill competency. Participants were almost unanimous in their beliefs that OLPE should not be designed for elementary-aged children, but is viable at the high school level. This study provided initial insight into PETE faculty members’ knowledge about and perceptions of K-12 OLPE, however additional research is warranted.

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David Newman Daum and Craig Buschner

Online learning is changing the educational landscape despite the limited empirical research and conflicting results about its effectiveness to produce student learning. The purpose of this study was to describe the status of online physical education (OLPE) in the United States. Surveys were sent to forty-five high school online physical education teachers and thirty-two were completed, producing a 71% response rate. Three-fourths of the online physical education teachers focused on a fitness curriculum with emphasis on the cognitive domain. Likewise, it was found that almost three-fourths of the OLPE courses did not meet the national guidelines for secondary schools, of 225 min of PE per week. Most of the courses required physical activity three days per week while six courses required no physical activity. Teachers expressed support, hesitation, and even opposition toward online physical education. This study initiates a descriptive database for future research studies regarding online physical education.

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Danielle K. Smith and Jonathan Casper

at stadiums, arenas, and other social gatherings. We also see a likely continuation of virtual education programming, as leagues have an opportunity to reach their fans, specifically youth, in sport-related programming when they might not be able to attend in person. For the theme “Assist,” while the

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

integrating nutrition education into the curriculum. Prompted by the abrupt shift to ERT, the two intervention teams collaborated to continue delivering requisite program components and disseminating new, virtual lessons to teachers, students, and their families. To support the transition to virtual education

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Lennie Waite, Chris Stanley, Brian Zuleger, and Anne Shadle

; Watson et al., 2017 ). Together, practitioners may capitalize on innovative pathways to share knowledge and services to this dispersed group of athletes through tools like webinars, virtual education sessions, and other remote points of contact to help facilitate consistent access and education. Enhanced