Virtual physical education (VPE) offerings have grown for over a decade in the United States, but there has been little empirical knowledge shared, specifically regarding the design of courses to support and validate these expanding programs (Buschner, 2006; Mohnsen, 2012a; b; Mosier, 2012; Mosier & Lynn, 2012). Most VPE research has been conducted at the Florida Vir- tual School (FLVS), but few studies have been completed regarding VPE in Georgia (Watson Pape, Murin, Gemin, & Vashaw, 2014). Due to the lack of research along with the growth in VPE (Daum, 2014; Mosier, 2012; Watson et al., 2014), the purpose of this study was to perform an initial, descriptive examination of a district virtual personal fitness course in Georgia and determine the degree to which its design aligns with the criteria established by the National Association of Sport and Physical Education (NASPE) Initial Guidelines for Online Physical Education (PE) (2007). This study aimed to answer the following overarching research question: To what degree does the design of the virtual personal fitness course align with the NASPE Initial Guide- lines for Online PE? A thorough document analysis of the course website and student activity tracking data along with semi-structured interviews and electronic virtual personal fitness student and teacher anonymous survey questionnaires provide a detailed description of the course and illustrate the degree to which its design aligns with the 10 guidelines. Triangulated results of this study indicate superficial strong alignment with eight of the 10 guidelines, and moderate alignment with two of the 10 guidelines, but more evidence is needed to confirm alignment in practice. The researcher concludes that revisions to the guidelines are necessary to better capture evidence of alignment to further promote quality, optimal student learning and best practice in single district virtual personal fitness environments. The results of this study contribute to the over- all knowledge base of single district virtual personal fitness programs and set the stage for future research endeavors to investigate this phenomena and add to the literature in this area.

The 21st century has brought changes to education — changes that include greater distance learning options for middle and high school students. While distance learning has been around for a century, the progressive ways in which students are able to select and complete virtual courses through the internet in nearly every secondary content area are increasing. Physical education courses at the secondary level are among the courses offered online to students across the United States and Canada. One question that prevails in communities and particularly in physical education circles is, “How do you teach PE online?” In an effort to address that very question, this study sought to describe online secondary physical education instruction through the lived experiences of four teachers who were doing just that. This was a 12–week qualitative case study that included data from two interviews with each of the four online PE teachers, interviews with two distance education administrators, virtual classroom observations, field notes, and the researcher's reflections. Analysis of the data showed that these online PE teachers had similar pathways to the online setting, they provided individualized instruction to their students, they offered students choices in the online PE classes, they facilitated student success in the online PE classes, and they each implicitly ascribed to constructivist educational theories and practices as online PE teachers. The results of this study support the premise that online secondary–level PE instruction has been a viable option for some teachers in the U.S. and Canada.

Formativ bedömning är en av de arbetsmetoder som visat sig ha störst effekt på elevers inlärning. På grund av Folkhälsomyndighetens direktiv att under våren 2020 stänga ner gymnasieskolorna ochf örlägga all gymnasieutbildning på distans, krävdes en snabb omställning av gymnasielärarnas undervisning. Idrott och hälsa som ämne är, till skillnad från många andra ämnen, till stor del praktiskt lagd, något som kan skapa annorlunda förutsättningar i distansundervisning. Studien syftade därför till att undersöka lärares uppfattningar och erfarenheter av formativ bedömning under distansundervisning, inom ämnet idrott och hälsa. För att undersöka detta genomfördes sju stycken kvalitativa intervjuer med verksamma gymnasielärare i ämnet. I resultatet framkom att lektionsinnehållet övergick från en övervägande del motoriska utföranden till huvudsakligen teoretiska uppgifter på praktiska moment, vilket gjort att många lärare har ifrågasatt vad deras elever faktiskt lärt sig. Eftersom distansundervisningen bestod främst av fördröjd undervisning med individuella uppgifter, ökade det egna ansvaret. Majoriteten av lärare nämner att skillnaderna i inlärningen mellan de elever som klarade av det ökade ansvaret och de som inte klarade det, ökade under distansundervisningen. Några fördelar som uppdagades var att återkopplingen blev mer uppgiftsspecifik, att det frigjordes mer tid till planering samt att lärandemålen fick en större fokus i distansundervisningen.