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The COVID-19 pandemic has presented unprecedented challenges for physical education teacher education (PETE), and PETE appears to suffer the most when transitioning from face-to- face to virtual (online) environments due to the characteristics of PE. There is no literature found to address the profound challenges and solutions for teaching PETE online that we so desperately need nowadays. The present study examined specific challenges and solutions for online PETE. Future research directions are provided.

China is now the world’s largest source of international students. In terms of learning performance, Chinese graduate students studying in North America exhibit distinct differences from students who are born and raised in North America. Conflicting cultural values compel Chinese students to reconcile East-West cultures, and put an onus on North American instructors to implement culturally-sensitive pedagogy. Employing the theoretic framework of yin-yang theory, this paper examines Chinese graduate students’ classroom performance against the backdrop of East-West cultural negotiation, and specifically seeks to identify which factors inhibit Chinese graduate students’ participation in North American classrooms. Drawing from their own living experiences, the authors employ self-study in the methodological form of narrative inquiry – in conjunction with references from existing literature – to investigate Chinese graduates’ classroom challenges. Results reveal six factors impacting students’ classroom performance: language; knowledge of the education system; knowledge of the social system; personality; influence of traditional culture; and social/economic/political changes. Future research directions are also suggested.Key words: Chinese graduates, East-West, cross-culture, North America, classroom involvement, self-study

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Background: Chinese-Canadians comprise one of Canada's largest and fastest-growing ethnocultural groups. This exploratory qualitative study examined how Chinese-Canadians' views of health and fitness, and their understanding of mainstream Western health care and fitness programs, influence their health behaviours, health beliefs, and use of health care services. This issue is explored against the backdrop of immigration and processes of integration to understand how this immigrant population reconciles conceptions of health acquired in their originating cultures with their experiences in Western society.Methods: Semi-structured interviews were conducted with 10 first-generation Chinese-Canadians to elicit their views and experiences with the concepts of health and fitness. Interview transcripts were analyzed using an inductive analytic approach involving constant comparison of emerging themes to the data. Results:The analysis revealed that participants had integrated some Canadian health and fitness practices in their daily lives, particularly in their diet and use of health care services. Nonetheless, Chinese-Canadians retained their view of the superiority of Eastern conceptions of health and health practices. Both positive and negative changes in their health practices attributed to their immigration experiences. Interpretation:The integration of some Western health and fitness practices does not appear to be based on changes in values and beliefs. The evolution and pattern of Chinese-Canadians' practice of health and fitness is complex over the course of immigration and acculturation. The findings of this study suggest the importance of attending to actual practices as a way of understanding how immigration may affect health behaviour and health status.