The edTPA is a performance-based, subject specific, teacher performance assessment that is now being required for teacher licensure by 16 states, with more states moving towards implementation in the future. As part of the edTPA submission requirements, pre-service teachers must prepare, edit, and upload multiple digital video recordings of their teaching. This study aimed at exploring pre-service physical educator use and perceptions of the technology requirements of the edTPA process, as well as their perceptions of how well their educator preparation program prepared them for the technology requirements. A sample of edTPA completers were surveyed from two different states in the US (Tennessee & Wisconsin) that have fully adopted the assessment as requirement for teacher licensure. Principal investigators (PI's) purposefully solicited physical education teacher education programs (PETE) from within their state to request edTPA completer participation. Participants were asked to complete a survey that consisted of both quantitative and qualitative items about edTPA completer perceptions. A total of 24 participants completed the survey. Overall, survey responses showed that participants felt: (a) their teacher education program did an adequate job educating about selecting and editing video clips for edTPA upload, (b) they found difficulty in preparing consistent video clips that could both see and hear the three focus students, (c ) that the 20 minute video submitted to edTPA was not a good overall representation of their teaching ability, (d) that the recording/editing/uploading of video clips was a time consuming process, and (e) that it is imperative that pre-service teachers are given multiple practice attempts with technology and video prior to the actual edTPA. The findings of this study suggest that though pre-service teachers do not feel the edTPA videos are an accurate representation of their teaching ability, they did feel their PETE programs did a good job preparing them for the video recording process. In addition, most of the participants noted that they struggled to maintain audio and visual quality. The edTPA is widely a new assessment tool for most teacher education programs, with continual growth around the country on a yearly basis. It is essential for the PETE community to continually explore the most effective ways to prepare and educate pre-service teachers about how to navigate the technology requirements (Parkes & Powell, 2015).

Teacher education programs across the country are being asked to systematically and deliberately recruit teacher candidates who are not only highly qualified, but represent diverse backgrounds. Coupled with dwindling enrollments, these programs may want to reevaluate the types of students recruited into a career in physical education. This article uses occupational socialization theory as the framework for discussing how breaking away from traditional recruitment strategies may be necessary to keep physical education teacher education programs thriving. To address this point, current recruitment practices in physical education teacher education are critiqued, and nontraditional strategies for recruiting highly qualified candidates who also represent diverse backgrounds are discussed. It is argued that the future of the physical education discipline rests on the ability to recruit and train students who are focused on lifetime physical activity rather than team sports.

Online coursework has become an essential component to many higher education institutions — but can physical education and adapted physical education pedagogy courses be offered online and still provide an effective kinesthetic and interactive classroom experience? This session will review the current state of online physical education programming in the United States, as well address challenges of implementing online PETE/APE programming. Presenters will demonstrate various technological resources to help online instructors provide a quality online educational experience.

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The split jerk and power jerk are two commonly used lifts among strength and conditioning coaches, as well as lifts included in the sport of Olympic weightlifting. However, it is unknown which of these jerk techniques exhibit more advantageous barbell kinematics. PURPOSE: To compare the barbell kinematics between a power jerk and a split jerk at a constant load. METHODS: Twelve men were recruited for this study (height = 1.8 ± 0.1 m; mass = 85.3 ± 10.2 kg; age = 23.4 ± 2.4 years). All subjects had been completing the jerk for a minimum of six months, and reported their split jerk 1 repetition maximum (1-RM: 105.3 ± 19.1 kg). Subjects completed 3 repetitions of each jerk technique, at 85% of their split jerk 1-RM. The data were collected using 6 3D video cameras, with a sampling rate of 200Hz and were analyzed using Vicon software. A multivariate paired t-test was used to determine the effect of jerk technique on all kinematic variables. Paired samples t-tests were used as post hoc analyses when necessary. An alpha level of (p<0.05) was used for all inferential statistics. RESULTS: No significant differences were found between the two techniques for starting barbell position, lowest barbell position and maximum concentric velocity. Peak barbell height, range and displacement were all found to be significantly greater in the power jerk when compared to the split jerk (p<0.05). CONCLUSIONS: Results suggest that more work is done on the barbell, and greater range of motion, occur during the power jerk. The results suggest that more work may be done on the body during the split jerk due to the technique of dropping quickly under the bar for the catch. Less work done on the barbell could result in higher absolute loads, making the split jerk the superior technique for populations such as weightlifting athletes.