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Dr. Michael Ertel is an Assistant Professor of Physical Education Teacher Education (PETE) in the Department of Kinesiology at California State University, °µÍøÊÓƵ. His scholarship and teaching focus on inclusive pedagogical practices, motor learning, and practice-based teacher education. He specializes in applying innovative pedagogies to physical education contexts in order to promote motor development, adaptive teaching competence, and meaningful movement experiences for all students.

Dr. Ertel’s research explores the intersections of content knowledge and pedagogy in physical education and sport. His work includes both intervention-based and systematic review/meta-analytic studies, with a focus on advancing implementation fidelity, motor competence, and inclusive teacher education. He has collaborated with interdisciplinary research teams nationally and internationally, with publications spanning leading journals in physical education, adapted physical activity, and motor development.

Dr. Ertel emphasizes student engagement, mentorship, and applied practice for pre-service physical education teachers. He incorporates practice-based teacher education frameworks into his courses, preparing pre-service teachers to bridge theory and practice through approximations of teaching, rehearsal opportunities, and structured reflection. He is also deeply committed to fostering student research experiences, serving on graduate student committees and supporting undergraduates in scholarly and applied projects.

Beyond the classroom and research lab, Dr. Ertel is engaged in service-learning, professional leadership, and community partnerships. He serves the broader professional community as a member of the Physical Education Council at SHAPE America. He is also an active member of SHAPE America, the International Motor Development Research Consortium, the North American Society for the Psychology of Sport and Physical Activity, and the National Consortium for Physical Education for Individuals with Disabilities. His professional background includes teaching Health and Physical Education in Title I school districts, coaching elite-level youth and collegiate soccer, and developing after-school and community sport programs that promote inclusion and access. These experiences shape his approach to preparing the next generation of physical educators who can design programs responsive to the needs of diverse learners.