While the NCAA grapples with how to return to sport during the COVID-19 pandemic, knowledge of the current exercise habits and well-being of collegiate athletes can better inform strength and conditioning professionals how to adjust periodization plans for the coming year. As collegiate athletes attempt to train independently, there is an opportunity to survey the athletes who normally participate in organized strength and conditioning programs. This study aims to understand current independent exercise regimes and explore current well-being measures such as fatigue, sleep, mood, soreness, and stress. Coaches may be facing massive levels of detraining or potentially the rest and recovery desperately needed for a rejuvenated return to sport. In this study, 237 collegiate athletes (mean age = 19.75, SD = 1.18) completed an online survey measuring exercise participation and well-being. Exercise habits indicate a statistically (p < .05) and clinically significant increase in frequency (t(234) = 4.36, p = .000, ES = .32), intensity (t(235) = 5.31, p = .000, ES = .47), and duration (t(234) = 6.54, p = .000, ES = .47) of exercise sessions overtime during the COVID-19 pandemic quarantine. Perceived psychological well-being also increased as time went on during quarantine with an improvement in fatigue (

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Access to education for all students has been long sought. Once defined as physical access a school building, the concept of access has evolved since Brown v. Board of Education. The purpose of this policy review, conducted through archival research, is to examine the evolution of access to K–12 education for all students, with an emphasis on students with disabilities who are general education students first, to understand the implications of the 2020 U.S. 6th Circuit Court of Appeals Gary B. vs. Whitmer decision. For the first time, a federal court ruled that the constitution affords all students “a fundamental right to a basic minimum education.” Specifically, the evolving concept of access to education for all students including students with disabilities across (a) the school building, (b) curricular opportunities, (c) education outcomes, and (d) a college- and career-ready curriculum is outlined using landmark K–12 federal education legislation, court cases, and policy initiatives. Taken together, a basic minimum education includes access to challenging academic learning objectives, an emphasis on literacy, provision of educational materials of sufficient quantity and quality, and an adequate teacher workforce. Meeting these expectations assures genuine access to a public education for all students.