[ Research ] This article delves into an argument for removing a mandatory Beep Test (i.e., 20 Minute Shuttle Run Test or PACER) in physical education programming. The aim and purpose of education and of various curricula across Canada, as well as the wholistic concepts of health and physical literacy are all discussed. A student-centered, Meaningful Physical Education approach is suggested as a way forward. Solutions to addressing specific barriers to removing the Beep Test from physical education programming are offered using a Meaningful Physical Education framing.

[ Feature Article ] Teacher well-being isn’t a luxury—it’s essential. In this reflective piece, Michelle shares her personal journey from burnout to recovery, including a pivotal transformation during the pandemic that forced her to slow down and prioritize her own healing. Drawing from decades of experience as an educator and coach, she offers practical strategies—like micro-reset moments, personalized wellness check-ins, and boundary-setting—to help educators sustain their energy and prevent burnout. Centred around the idea that you can’t pour from an empty cup, this piece empowers teachers to protect their flame and lead with vitality, presence, and purpose.

[ Feature Article ] If we focus on the skills that make consent easier—what I call Consent Skills—and prioritize creating positive interactions, teaching consent can become straightforward, effective, and even enjoyable. By guiding your students through simple, fun exercises, you can help them learn and practice the consent skills that will enable them to navigate social interactions more effectively. Practicing these skills in a safe, controlled environment will help young people use them more readily when they face higher-stakes situations.

[ Feature Article ] Why Choose the Sport Education Model? The Sport Education Model (SEM) was developed by Daryl Siedentop in the 1980s and gained wider recognition in physical education with the publication of Sport...

[ Feature Article ] Last year, all presenting graduate students had 3 minutes to share their research. After these presentations, each student was assigned to a roundtable where attendees could ask students questions and provide guidance on their research. We asked the students what encouraged them to present at the forum, what their main takeaways were, and what advice they had for this year’s students. If you want to see this year’s presentations, register for the 2025 Research Forum today!