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Cooperating Teachers are an integral part of physical education teacher education candidates' field experience. With an increasingly diverse student population, it is important that teachers have the knowledge and skills to teach high quality, and socially-just physical education. In addition to the increased focus on equity, diversity and inclusion, the COVID-19 pandemic brought uncertainty and challenges for many teachers, as physical educators needed to navigate pandemic pedagogies, while re-examining physical education best practices. To best prepare candidates, there is a need for strong mentorship and support in fostering the development of candidates learning to teach today's students. The purpose of this paper is to reiterate the necessary skills of cooperating teachers in supporting candidates, and to encourage cooperating teachers to examine their current pedagogical practices related to teaching online physical education, the implementation of social emotional learning in the curriculum, and strategies for teaching socially just physical education to meet the unique needs of K-12 students.

Passion for teaching and learning is not in the standards. How can we instill a drive in our Physical Education Teacher Education (PETE) candidates to strive for truly making a difference through their work in their physical education profession? With regard to the need for pedagogical innovation to increase engagement, motivation, and passion, the purpose of the article is to encourage PETE programs to embed real-world stories from practicing physical educators to inspire pre-service teachers to make a difference and become passionate about their work in this field.

Within a whole-of-school approach to student wellness, comprehensive school physical activity programs (CSPAPs) offer opportunities for physical activity before, during, and after the school day. However, to successfully influence behavior and fully reap the physical, cognitive, and psychological benefits of an active lifestyle, schools must strive to embed a culture of physical activity into the fabric of the school community. The national Active Schools movement, established to provide schools with the necessary tools to ensure that all children in the United States have the opportunity to participate in 60 minutes of physical activity each day, has developed a framework for an active school culture that includes nine essential elements. This article introduces the framework and describes the open-source tools and resources offered through Active Schools to promote school-based physical activity, including foundational guidance documents, assessment tools, professional development opportunities, and a school recognition system. [ABSTRACT FROM AUTHOR]

SHAPE America (2021) contends the use of physical activity used as punishment and/or behavior management as an inappropriate practice. The position statement acknowledges both the administration and withholding of physical activity as punishment, however, this paper focuses on the use of exercise as punishment (EAP) in physical education settings. While deemed inappropriate, the use of EAP is still happening today (Barney et al., 2016). The purpose of this viewpoint paper is to encourage appropriate pedagogies and practices while increasing awareness of national recommendations. Strategies for advocacy efforts are discussed.

Brain cancers pose a novel set of difficulties due to the limited accessibility of human brain tumor tissue. For this reason, clinical decision-making relies heavily on MR imaging interpretation, yet the mapping between MRI features and underlying biology remains ambiguous. Standard (clinical) tissue sampling fails to capture the full heterogeneity of the disease. Biopsies are required to obtain a pathological diagnosis and are predominantly taken from the tumor core, which often has different traits to the surrounding invasive tumor that typically leads to recurrent disease. One approach to solving this issue is to characterize the spatial heterogeneity of molecular, genetic, and cellular features of glioma through the intraoperative collection of multiple image-localized biopsy samples paired with multi-parametric MRIs. We have adopted this approach and are currently actively enrolling patients for our 'Image-Based Mapping of Brain Tumors' study. Patients are eligible for this research study (IRB #16–002424) if they are 18 years or older and undergoing surgical intervention for a brain lesion. Once identified, candidate patients receive dynamic susceptibility contrast (DSC) perfusion MRI and diffusion tensor imaging (DTI), in addition to standard sequences (T1, T1Gd, T2, T2-FLAIR) at their presurgical scan. During surgery, sample anatomical locations are tracked using neuronavigation. The collected specimens from this research study are used to capture the intra-tumoral heterogeneity across brain tumors including quantification of genetic aberrations through whole-exome and RNA sequencing as well as other tissue analysis techniques. To date, these data (made available through a public portal) have been used to generate, test, and validate predictive regional maps of the spatial distribution of tumor cell density and/or treatment-related key genetic marker status to identify biopsy and/or treatment targets based on insight from the entire tumor makeup. This type of methodology, when delivered within clinically feasible time frames, has the potential to further inform medical decision-making by improving surgical intervention, radiation, and targeted drug therapy for patients with glioma. [ABSTRACT FROM AUTHOR]

Since online learning may be the best option for some programs or institutions, college instructors should have the competence and confidence to offer relevant learning experiences for their students in online learning environments. This article provides physical education teacher education (PETE) faculty with effective strategies for fostering an inclusive and engaging synchronous online learning environment for college students using a range of technology tools. [ABSTRACT FROM AUTHOR]

Research on noun-noun combinations has been largely focusing on concrete concepts. Three experiments examined the role of concept abstractness in the representation of noun-noun combinations. In Experiment 1, participants provided written interpretations for phrases constituted by nouns of varying degrees of abstractness. Interpretive focus (the modifier, the head noun, or both) for each noun-noun phrase was evaluated. In Experiment 2, a different group of participants directly indicated which noun, the modifier or the head noun, was the focus of the meaning of each noun-noun phrase. Finally, participants in Experiment 3 assessed similarity of noun-noun phrases with overlapping modifiers. If abstractness of constituent nouns affects information distribution between modifier and head noun, it would accordingly affect similarity ratings for noun-noun phrases with overlapping modifiers. Results showed that the pattern of information distribution within a noun-noun phrase differed between phrases with abstract head nouns and phrases with concrete head nouns. Specifically, the center of representation was more on the head noun side for phrases with concrete head nouns, whereas the center seemed to shift to the direction of the modifier for phrases with abstract head nouns. Some issues related to effects of concept abstractness on noun--noun combinations are discussed.