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The adapted physical educator (APE) at this high school has a tenth grader with epilepsy in his class. The student is assigned a paraprofessional to monitor and assist him. The APE plans an indoor soccer lesson, which allows for easier participation for another student in a wheelchair, as well as better monitoring for the student with epilepsy. With the lesson underway and the paraprofessional positioned nearby, the student has a seizure. Fortunately, the APE has had some training on recognizing seizures, and the paraprofessional is there to help. Wondering what would happen if they were not there when the student began having a seizure and how to explain it to the other students, the APE creates a seizure fact and protocol sheet.

The physical education (PE) teacher at this high school learns how to integrate a high-tech assistive device into his class for a new student who is nonverbal and uses a walker or wheelchair. The school’s paraprofessional disagrees that the student should be permitted to use the device during PE because it could be broken. Even with ample accommodations for physical participation, the student still has difficulty communicating with her peers and becomes agitated. Upon consulting with the student’s special education teacher, the PE teacher learns about an app-based assistive technology that could be programmed so the student can prepare when and how to use the device safely throughout class. The student blossoms in PE, as well as socially, by being able to preprogram her device to communicate more closely to real time.

This study investigated the impact of an adapted physical education training package on functional motor skill instruction of three special education teachers who instructed secondary students with low-incidence disabilities. The training package emphasized teachers' use of systematic prompting and specific reinforcement teaching strategies plus adapted physical education consultation. We used a multiple baseline design and collected data on the three teachers' use of systematic prompting and specific reinforcement plans during videotaped teaching trials. We also collected data on how teachers documented their instructional strategies, and we analyzed personal reflections that teachers wrote in the journals. Results indicated that with each of the three teachers, correctly implemented functional motor skill instructional performance improved after they completed the training package.

Physical educators are discovering the benefits of using video analysis to support their instruction and assessment. Slow-motion playback, zoom, and voice-over narration are just some of the features built into increasingly affordable mobile devices and applications that can easily be used by teachers to support student learning. Additionally, with the use of video technology, teachers are finding creative ways to provide instant motor-performance feedback which can be easily documented for assessment purposes. Yet, with any novel technology tool, internal and external challenges exist that may prevent teachers from realizing the myriad of benefits. This article provides a background on mobile video analysis tools, along with strategies to help physical educators discover ways to effectively implement this engaging technology into their curriculum.

The K-12 health and physical education professions are largely guided and supported by three entities. They include state departments of education, national and state professional associations, and teacher education programs (i.e., health education teacher education [HETE] and physical education teacher education [PETE]). From the outside looking in, it may seem that HETE and PETE programs are not dissimilar, yet both disciplines continue to operate largely within individual vacuums, each being historically undermined and marginalized. Therefore, questions regarding the purpose and relevance of K-12 health and physical education programs are continually raised. These common challenges may have a negative impact on recruitment of health and physical education teachers, retention of HETE and PETE programs, and ultimately the learning outcomes of youth in schools. In this article, we review critical challenges faced by both HETE and PETE programs with the hope that this can lead to collaboration, advocacy, and meaningful change.

Impaired autonomic modulation and baroreflex sensitivity (BRS) have been reported during and after COVID-19. Both impairments are associated with negative cardiovascular outcomes. If these impairments were to exist undetected in young men after COVID-19, they could lead to negative cardiovascular outcomes. Fatigue is associated with autonomic dysfunction during and after COVID-19. It is unclear if fatigue can be used as an indicator of impaired autonomic modulation and BRS after COVID-19. This study aims to compare parasympathetic modulation, sympathetic modulation, and BRS between young men who had COVID-19 versus controls and to determine if fatigue is associated with impaired autonomic modulation and BRS. Parasympathetic modulation as the high-frequency power of R-R intervals (lnHFR-R), sympathetic modulation as the low-frequency power of systolic blood pressure variability (LFSBP), and BRS as the -index were measured by power spectral density analysis. These variables were compared between 20 young men who had COVID-19 and 24 controls. Independent t-tests and Mann-Whitney U tests indicated no significant difference between the COVID-19 and the control group in: lnHFR-R, P=0.20; LFSBP, P=0.11, and -index, P=0.20. Fatigue was not associated with impaired autonomic modulation or BRS. There is no difference in autonomic modulations or BRS between young men who had COVID-19 compared to controls. Fatigue did not seem to be associated with impaired autonomic modulation or impaired BRS in young men after COVID-19. Findings suggest that young men might not be at increased cardiovascular risk from COVID-19-related dysautonomia and impaired BRS.

"The Essentials of Teaching Health Education presents a skills-based approach to teaching K-12 health education--one that will prepare your students for success in school and beyond. You'll learn practical approaches to putting the contents in action and rely on an array of teaching and assessment strategies." --Publisher's website.

How do social structures and group behaviors arise from the interaction of individuals? Growing Artificial Societies approaches this question with cutting-edge computer simulation techniques. Fundamental collective behaviors such as group formation, cultural transmission, combat, and trade are seen to "emerge" from the interaction of individual agents following a few simple rules. In their program, named Sugarscape, Epstein and Axtell begin the development of a "bottom up" social science that is capturing the attention of researchers and commentators alike. The study is part of the 2050 Project, a joint venture of the Santa Fe Institute, the World Resources Institute, and the Brookings Institution. The project is an international effort to identify conditions for a sustainable global system in the next century and to design policies to help achieve such a system. Growing Artificial Societies is also available on CD-ROM, which includes about 50 animations that develop the scenarios described in the text. Copublished with the Brookings Institution.