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The purpose of this article is to provide justification for physical activity promotion within the APE setting and to briefly address strategies for physical activity promotion. This article includes (1) federal legislation and regulations related to APE, (2) a discussion on the definition of physical activity, and (3) physical activity promotion strategies within and beyond APE classes.

This article discusses the concept of culturally and geographically relevant content and provides suggestions for its implementation in secondary physical education. The authors define culturally and geographically relevant content as that which is congruent with the contextual environment in which it is being taught and is determined by the students’ background and interests, the physical environment surrounding them, and what resonates with their way of life.

This article provides physical educators with principles and guidelines for developing, implementing and assessing effective strategies for promoting social and emotional learning within their programs. The five core competencies of social and emotional learning as described by the Collaborative for Academic, Social and Emotional Learning’s (CASEL) are discussed.

Engaging in physical activity is important for school-age children, as it promotes a healthy and active lifestyle. However, barriers to participation in physical education and athletics often prevent students with disabilities from engaging in these important activities. There are several legal precedents that should be considered as schools seek to encourage participation in athletics by all students. This article highlights current trends and issues and offers suggestions for how schools and school districts can promote athletic participation for all students.

This article, designed for teachers and teacher educators, discusses three essential elements of pedagogical content knowledge that teachers need in order to teach games. First, teachers must know their content. Second, teachers must know games pedagogy that embeds learning of sport movements within the context of developmental small-sided games. Third, teachers must know their students — their experiences and individual personalities, but also prior knowledge that is influenced by their gender, language, social class, family (including race and ethnicity) and community.

This article provides strategies for embracing technology and the pop culture trend, Pokémon Go, in a geocaching physical education unit. Skeptics may argue that Pokémon Go does anything but promote fitness and physical activity, claiming that individuals walk aimlessly with their eyes glued to a screen. However, teachers can choose to approach this trend with opportunistic eyes, and imaginative ideas. This article offers physical educators an application of the theory to practice framework, identifying how technology and pop culture trends can translate to the physical education classroom.

The plaintiff allegedly was injured during a high school basketball game when he was kicked in the leg by another student. The court dismissing the claim on the grounds that the plaintiff had assumed the risk of injury when playing interscholastic basketball.

This article describes netball, a fresh invasion game option to involve students of all ability levels. It is an inclusive and engaging team sport played globally that has the ability to keep students active and engaged in physical education.

Since contact sports such as American football, ice hockey and rugby have a high risk of injury and those injuries have potential long-term implications, both young people and their parent(s) or guardian(s) should be required to give informed consent before participation.