In the wake of COVID-19, online physical education (OLPE) has become essential to the sustainability of school physical education programs. The purpose of this article is to consider factors that may be influential in efforts to deliver OLPE to students. The comprehensive school physical activity program model is used to frame a multicomponent conceptualization of OLPE and its goals and outcomes. Central to this framing is the intersectionality of school physical education, the family, and the community. This article provides a platform for physical education teacher educators and researchers to advance OLPE in its support of both the educational and public health benefits of high-quality physical education programs.

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Millennial college students are typically digital natives who prefer experiential and active learning. This preference is in contrast to the traditional lecture method of teaching in higher education. Flipped instruction provides instructors with a means to integrate technology into their courses and expand active-learning opportunities. In flipped courses, students engage with technology-assisted learning opportunities outside the classroom. Corresponding in-class active-learning opportunities encourage students to apply foundational knowledge. This article summarizes research and provides an authentic case example to illustrate the way in which flipped instruction was applied in a physical education teacher education course to expand learning opportunities in the field.

Purpose: The purpose of this study was to investigate factors associated with high school physical education (PE) teachers’ adoption of a supplemental online instructional system. Method: Semistructured, open-ended phone interviews with 28 high school PE teachers were used as the primary data collection method. All teachers were using or had used a supplemental online instructional system at the time of the study. The Unified Theory of Acceptance and Use of Technology (UTAUT) guided the directed content analysis. Results: Four main categories were generated, including perceived programmatic, instructional, and inclusivity improvements; minimal personal and student usage effort; school and curriculum provider support facilitated use; and administrators’ dictated long-term use. Discussion/Conclusion: The results aligned well with the UTAUT and served to situate the theory within the secondary PE context. The participants’ perceptions and experiences were also contradictory to much of the current research on teachers’ technology adoption in PE and K–12 education, more generally.

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Purpose: The purpose of this study was to investigate how U.S. physical educators who actively engage with professional content on Twitter view it as a platform for continuing professional development. Method: Thirty-two U.S.-based physical educators participated in semistructured telephone interviews. Most of these teachers were White (n = 29; 91.00%) and taught in elementary schools (n = 26; 81.25%). The data were coded inductively and deductively, using role socialization theory as the guiding framework. Results: Four themes were generated: (a) socialization into Twitter takes time and is often encouraged by existing members; (b) socialization through Twitter focuses on improving practices via the sharing of resources; (c) everyone has a voice on Twitter, but the content requires critical appraisal; and (d) teachers create a community on Twitter that addresses marginalization and isolation. Discussion/Conclusion: The participants used Twitter to develop a sense of professional community and reduce perceptions of isolation. Twitter has the potential to support the improvement of practice through grassroots continuing professional development.