The student-teaching experience is the most noteworthy experience for a teacher candidate (TC) in a teacher preparation program. University supervisors play a crucial role in this experience through feedback, support and maintaining congruency between the student teaching environment and the teacher preparation program. Due to issues related to time, distance and budget, completing on-site observations of the TC can be challenging. This article serves as a practical guide for university supervisors to virtually observe TCs using synchronous video conferencing. Technology and equipment needed, preparation tasks, and factors to consider are explored.

Currently, increased attention has been placed on the development of physical educators who have the skills and confidence to implement educational technology to enhance student learning (InTASC 2011; CAEP, 2015). Though research of in-service and pre-service teacher perceptions towards educational technology has been examined (Juniu, Scrabis-Fletcher, Zullo, E., & Russo, 2015; Tondeur, Sang, Voogt, Fisser, & Ottenbreit-Leftwich, 2012), little focus has been placed on perceptions of physical education teacher education (PETE) university faculty. Due to the influence that faculty have on pre-service teachers through modeling and other experiences that can affect self-efficacy and future behavior, it is important to learn more about their beliefs (Bandura, 1997). The purpose of this study was to examine PETE faculty self-efficacy perceptions, as well as overall experience, using, demonstrating, and advocating for educational technology within their PETE programming. A random sample of PETE program faculty in the United States were solicited to participate in an online survey measuring their use and self-efficacy towards educational technology. A modified version of the Educator Technology Self-Efficacy Survey (ETS-ES) (Gentry, Baker, Thomas, Whitfield, & Garcia, 2014), was used to measure said self-efficacy perceptions. The online survey consisted of descriptive items, such as personal and PETE program demographics, as well as self-efficacy items measuring confidence in using specific forms of technology and confidence applying and promoting technology in a classroom setting. A total of 76 PETE faculty members (60% female, 40% male; M age = 47.5, SD = 11.4; M years PETE experience = 14.3, SD = 10.6) from 35 states completed the survey. Overall self-efficacy scores (M = 3.7, SD = .96; 1-5 scale, strongly disagree-strongly agree) showed that PETE faculty felt generally confident in their abilities to use technology in their teaching, with specific high scores associated with confidence in (a) staying relevant in the digital age, (b) overall technology knowledge, and (c) relating technology to educational content. In addition, with regard to specific technology tools, faculty revealed the highest confidence in using and demonstrating mobile devices, pedometers, LCD projectors, and mobile laptop stations and the lowest confidence in using accelerometers, smartboards, and classroom management software. Results of this study suggest that PETE faculty are generally confident in their uses of technology within the PETE environment, which may positively influence the technology skills and confidence of pre-service physical education teachers (Bandura, 1997).

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This session will provide PE teachers with specific strategies for modifying both formal and informal assessments for students with autism spectrum disorder (ASD). With an increased emphasis on assessment, and a rise in the prevalence of ASD, it is critical that teachers can adapt assessments to meet the needs of students with ASD. Session participants will learn practical strategies for modifying assessment specific to motor skill performance, FitnessGram, rubrics, checking for understanding, and peer assessments.

Do you have students who get intimidated by team sports? Learn strategies to help modify popular team sports to promote success and life long participation

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The purpose of the study was to examine the effects of a school-based cross-training program on body mass index (BMI), attitudes toward physical activity (ATPA), and physical activity (PA) levels of children in the 4th and 5th grades. Children (N = 118) were divided into control (n = 60) and experimental (n = 58) groups based on class availability. While the control group continued academic classes as usual, the experimental group participated in cross-training involving resistance training (RT), calisthenics, and stretching twice a week for 10 weeks. Pre- and post-intervention measures included height, mass, ATPA, and PA. BMI was calculated and ATPA and PA levels were assessed via questionnaire. The groups did not differ significantly (p > .05) for either pre- or post-intervention regarding BMI, ATPA, and PA. However, BMI and PA levels significantly increased over time for both groups (p ≤ .05). Overall, cross-training in a school setting may be a safe and enjoyable option for physical activity participation. BMI and PA increases were likely the result of the natural growth process and seasonal weather pattern changes, respectively. Nevertheless, the cross-training did not detract from PA levels and may have led to an overall increase in PA levels. As subdomain analyses revealed decreased attitude toward health and fitness in the experimental group, shorter programs involving RT with various protocols are recommended.

The cost of attending residential four-year institutions continues to rise, while the availability of online distance education programs has seen an overwhelming increase. So where does this leave the future of APE and PETE programs? This session will review the current status and future economic forecasts for APE/PETE programs, as well as provide an opportunity to discuss how APE/PETE faculty can address the current and projected threats to maintaining quality APE/PE teacher preparation programs.