Physical literacy is a term and concept that has, in recent years, been gaining in both usage and popularity in many physical education (PE) contexts. However, discussion, writing, and understanding of physical literacy have been marked by uncertainty, confusion, or resistance. Since physical literacy can be found in several curricular documents and outcome statements, it would certainly be ideal for PE teachers to share a common understanding. This article reports on a qualitative case study in which 12 lead PE teachers from four Canadian provinces were interviewed, the purpose of which was to acquire knowledge about PE teachers’ understanding of physical literacy. Results suggest that these leaders are largely unable to articulate conceptions of physical literacy that are in line with contemporary perspectives. In light of these findings, a discussion about these physical literacy (mis)understandings is also offered.

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.

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Informal mentoring relationships develop out of mutual identification and the fulfillment of career needs. As new faculty, we struggled to balance and decipher all the various facets inherent in the research, service, and teaching responsibilities in our new roles. This paper chronicles an informal comentorship collaboration we struck up to support our efforts as second-career academics in the field of education, seeking to navigate our way through institutional resocialization at a mid-sized Canadian university. Using a collaborative autoethnographic approach, we collected data comprising handwritten notes, tape-recorded coversations, e-mail reflections, and metareflections crafted after scheduled meetings over the course of a single academic school year. We sought to link theory with practice while using our own stories, narratives, and lived experiences as a basis for understanding our respective journeys toward social health and well-being in the academy, as well as our proficiency and competence as new scholars. From our analysis, we were able to interpret more clearly our roles, responsibilities, and needs, as well as institutional and departmental culture and norms. We offer practical implications and five lessons we have learned regarding the use of informal comentorships as an approach to managing the institutional resocialization of second-career academics.

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