Journal of Physical Education, Recreation & Dance (JOPERD)

The Return of the Presidential Fitness Test: Preparing Physical Educators to Implement Fitness Assessment for All Students

– Josh McMillian

In August 2025, an executive order announced the return of the Presidential Fitness Test, reestablishing a decades-old tradition in U.S. physical education. While many educators remember the test as a rite of passage, it has also been criticized for its one-size-fits-all design and for the potential negative effects it may have on student motivation and self-esteem. This article uses its return as a policy context to present best practices for fitness assessment in K–12 physical education. The article briefly situates the Presidential Fitness Test within the historical evolution of youth fitness assessment, identifies common pitfalls associated with traditional testing practices, and offers a six-step, standards-aligned framework that is intended to emphasize inclusivity, instructional relevance, privacy, and consistent administration principles that can be applied regardless of the final test configuration. Practical tools include adaptation strategies for diverse learners, guidance for ethically and accurately administering assessments, and instructional approaches that link fitness testing to lifelong physical literacy. Case examples illustrate how fitness assessment can be implemented at the elementary, middle, and high school levels to support growth, engagement, and long-term health.

The Challenges of Standardized Fitness Testing and Inclusivity in Physical Education

– Sheldon Sucre

Standardized fitness tests have become a widely used tool to assess the five components of health-related fitness in physical education (PE). While these tests provide beneficial information, they can reinforce binary hegemonic structures within PE that can “other” marginalized communities. “Othering” involves perceiving individuals or groups as inferior based on their race, gender, or cultural background, thereby reinforcing their marginalization. In fitness testing, this often manifests as a focus on competition and adherence to White and hyper-masculine norms. It can also create a normalization around body types that are muscular and thin. Also, it can marginalize students who do not fit those body types. The field needs to offer diverse assessment options that emphasize personal growth and improvement without comparison. This article discusses the need to incorporate culturally relevant, culturally responsive, and culturally sustaining pedagogy in relation to fitness testing. 

The Meaningful Physical Education Reflection Journal: Applications for Teacher Educators, Teachers, and Researchers

– Paul Malinowski, Kyle Ramlow, Maryam Fakhari, Wesley Wilson

Learning about meaningful physical education (MPE) and engaging in reflective practice have received considerable amounts of attention in research and teacher education programs. Despite this attention, the literature lacks an intentional connection between promoting MPE and the reflective practices of preservice teachers. Therefore, the purpose of this article is to bridge these two integral components of PE teacher education by reframing reflective journaling to explicitly connect preservice teachers’ reflective practices to the tenets of MPE, with the intention of developing more student-centered approaches in their future careers. The MPE reflection journal in the present article could be a helpful resource for teacher educators, teachers, and researchers alike. brian.myers@wku.edu

The Tao in Teaching Adventure-based Learning

– Paul Stuhr, Connor James, and Denis Schulz

This article conceptually integrates Taoist principles with adventure-based learning (ABL) as a potential pathway toward social and emotional learning (SEL). An introduction to Taoism core principles—Wu-wei (effortless action), Qi (vital energy), and Yin/Yang (balance)—and the ABL model are covered and positioned as pedagogical tools to help teachers develop a more mindful, welcoming, and harmonious learning environment for their students. The amalgam of the Taoism core principles coupled with the ABL model offers a powerful framework for teachers to adopt in working with students.

Using Painted Play Spaces to Increase Physical Activity Engagement during Recess

– Julie Dearing and Willy Rotich

For children ages five to 17, 60 minutes of moderate-to-vigorous physical activity (MVPA) per day are recommended to promote health. While physical education (PE) class serves as an opportunity to learn how to be physically active, the average number of minutes elementary students attend PE is shrinking and the remaining time does not afford participants opportunities to engage in physical activity at intensities that meet the daily criteria for MVPA. This article highlights a potential strategy that could boost physical activity among school children during the school day, particularly during recess, by adding colorful, engaging game playing areas painted on hard surfaces, creating further chances for MVPA. The article also offers guidance for PE teachers and other staff supervising recess to encourage children to engage in activities that can compensate for the limited time allocated for PE classes. Further research is needed to assess the effectiveness of painted play spaces in promoting better health through increased activity.

Beyond the Classroom: The Role of Student Organizations in Supporting Professional Development Activities in PETE Programs

– Tim Wright, Ann Hockett, Paul Haas, and Lauren Howard

Involvement in meaningful professional development through physical education teacher education (PETE) programming offers students the opportunity to engage in networking, collaboration, learning, and growth with other respected professionals in their field. The purpose of this article is to provide a framework for promoting and increasing preservice teacher participation in professional development opportunities. The framework investigates creating a culture of involvement through scaffolded practicum expectations and required professional development points. A successful student organization model with a strong emphasis on professional development participation is outlined, detailing the requirements and responsibilities of preservice teachers as student officers. This framework focuses on both state organization and national organization attendance for preservice teachers and faculty. A funding model is also presented to make these opportunities as cost effective as possible, and importance is placed on faculty involvement in professional development and the value of inviting preservice teachers to assist and/or co-present when possible.

Supporting Emotional Awareness in Educational Gymnastics

– Claire Mowling and Stephanie Corcoran

Educational gymnastics provides a movement framework for physical educators to support students’ social-emotional development while exploring the skills of balancing, rolling, and weight transfer. Emotions such as joy, sadness, anger, disgust, fear, anxiety, embarrassment, and ennui, inspired by the movie Inside Out 2, can be linked to physical expression, helping students gain insight into how feelings show up in their bodies and can influence behavior. This article emphasizes developmentally appropriate strategies that foster emotional awareness through structured tasks, reflective prompts, and emotion-themed movement sequences. These tools allow physical educators to create inclusive learning environments where students not only improve motor skills but also build emotional literacy.

THE FUSED Health Education Series

AI-Powered Teaching and Learning in Health Education: Navigating Innovation and Ethics

– Kristen Ford, Julie Knutson, and Teri Langlie

This article explores the growing role of artificial intelligence (AI), particularly generative AI (GenAI), in health education. As educators face increasing demands in planning, assessment, differentiation, and student engagement, AI offers tools that can improve efficiency, creativity, and instructional effectiveness. GenAI can generate text, visuals, feedback, and interactive learning experiences, allowing teachers to save time and focus more on student learning. Key applications discussed include curriculum development, lesson planning, assessment creation, personalized feedback, and differentiated instruction for diverse learners. AI can also increase student engagement through simulations, virtual tutors, creative prompts, and real-time support. In multilingual and under-resourced settings, AI may help improve access and educational equity through scalable, personalized resources. The article also addresses AI’s role in professional growth and collaboration by helping educators access resources, co-create materials, and stay current with best practices. At the same time, ethical concerns such as bias, privacy, academic integrity, AI scales, and overreliance must be carefully considered. Ultimately, AI is presented as a tool that can support and enhance teaching and learning when used thoughtfully, ethically, and with a continued focus on human connection.