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This study examined adolescents' interest in aerobic fitness testing and its relation to the test performances. Adolescents (N = 356) from three middle schools participated in the study. The participants took two aerobic fitness tests: the Progressive Aerobic Cardiovascular Endurance Run (PACER) and One-Mile Run (1MR) with a two-day interval, and completed two interest scales immediately after each test. Test performances, interest, and body mass index data were collected. Data were analyzed using descriptive statistics, multivariate analysis of variance/covariance, and hierarchical regression analyses. Student situational and personal interests were low-to-moderate overall in both aerobic fitness tests. Boys reported significantly higher situational interest than girls, but there was no gender difference in personal interest. Personal interest was a significant predictor for PACER (b = 0.27) and 1MR (b = -0.37). The predictability of situational interest to testing performances varied between PACER and 1MR. PACER and 1MR might have rendered distinct motivational stimuli that led to the varied predicting power of situational interest.

As the prevalence of childhood obesity increases, it is important to examine possible differences in psychosocial correlates of physical activity between normal weight and overweight children. The study examined fatness (weight status) and (aerobic) fitness as Enabling factors related to youth physical activity within the Youth Physical Activity Promotion Model (YPAP). Youth ages 9-11 years (N = 1,103) completed the Children's Physical Activity Correlates survey and the Children's Physical Activity Questionnaire. Structural equation modeling was used to analyze the relationships among variables. Overweight children reported lower scores on global self-esteem, perceived competence, attraction to physical activity, and parental influence (Cohen's d ranging from 0.23 to 0.45 for girls; Cohen's d ranging from 0.31 to 0.43 for boys). Weight status showed a small positive direct effect on physical activity (standardized path coefficient = 0.11), but did not show effects on psychosocial correlates (p > 0.05). Furthermore, aerobic fitness proved to be a stronger Enabling factor (standardized path coefficient = 0.26) than weight status within the YPAP model. Future research using the YPAP model may extend its utility as an evaluation framework for youth physical activity intervention studies.

Purpose: A primary goal of physical education is to develop physically literate individuals with the knowledge, skills, and confidence necessary for a physically active lifestyle. Guided by the expectancy-value and interest motivation theories, the purpose of this study was to identify the relationship between students' motivation and health-related fitness knowledge developed in physical education and their after-school physical activity participation. Method: Third-, 4th-, and 5th-grade students (N = 293) from 6 elementary schools in a large metropolitan school district in the United States provided data on expectancy beliefs and perceived task values, situational interest, health-related fitness knowledge, and after-school physical activity. Data were analyzed using descriptive statistics and a simultaneous multiple regression model. Results: It was found that expectancy beliefs (ß = 0.20, t = 2.16, p = 0.03) and perceived exploration demand (ß = 0.25, t = 2.58, p = 0.01), a source for situational interest, were positively related to after-school physical activity. The 2 variables, however, accounted for only 11.2% of the variances for children's after-school physical activity participation. Conclusion: This study demonstrates that students' active exploration and expectancy beliefs for success in physical education have limited influence on leisure-time physical activity participation.

Purpose: The purpose of this study is to capture students' essential knowledge and behaviors concerning active living. Methods: Students (N = 1,079) from elementary, middle, and high schools in the United States reported their knowledge of physical activity and fitness (PAF knowledge), and physical activity and sedentary behavior using grade-specific PE Metrics tests and Youth Activity Profile, respectively. Descriptive and inferential statistical analyses were used to address the research purposes. Results: The total PAF knowledge scores and scores in subareas varied by gender and school level. A declining trend for physical activity and an increasing trend for sedentary behavior were observed. PAF knowledge positively predicted physical activity in elementary school boys and middle school girls and negatively predicted sedentary behavior in middle school students and high school boys. Certain PAF knowledge subareas (e.g., elementary school PD#3: knowledge about the characteristics of health-enhancing physical activity; middle school PD#1: knowledge of physical activity participation as part of a healthful lifestyle; high school PD#4: monitoring and adjusting physical activity to meet fitness needs) also significantly predicted behaviors. Conclusion: The findings may guide teachers' curricular and instructional actions to enhance students' PAF knowledge through physical education. [ABSTRACT FROM AUTHOR]

Motivation to learn is a disposition developed through exposure to learning opportunities. Guided by the expectancy-value theory of Eccles and Wigfield (1995), this study examined the extent to which expectancy belief and task value influenced elementary school students' physical activity and knowledge learning in physical education (PE). Students ("N" = 753) from 15 US public schools contributed student-level and class-level data. With a 2-level design, the data were analyzed using hierarchical linear modeling. Physical activity ("t" = 3.18; p less than 0.01) positively predicted fitness knowledge. Attainment value (i.e. perception of importance) as the only expectancy-value construct, significantly predicted fitness knowledge ("t" = 3.07; p less than 0.01), when physical activity was held constant. As the physical activity intensity increased, the positive prediction of attainment value to knowledge attenuated and then turned negative ("t" = -3.10; p less than 0.01). The study indicated that although a physically-active context helps students to make sense of fitness knowledge, a vigorous context shifts their motivation away from cognitive learning, toward physical participation. To resolve the difficulty of attaining learning objectives both physically and cognitively, PE teachers may want to maintain an active learning context with moderate physical intensity. Future research should address the effect of learner motivation on dual or multiple learning outcomes in PE. (Contains 3 tables.)

Expectancy beliefs and task values are two essential motivators in physical education. This study was designed to identify the relation between the expectancy-value constructs (Eccles & Wigfield, 1995) and high school students' physical activity behavior as associated with their energy balance knowledge. High school students (N = 195) in two healthful-living programs (i.e., combination of physical and health education) responded to measures of expectancy-value motivation, energy balance knowledge, in-class physical activity, and after-school physical activity. The structural equation modeling confirmed positive impact from expectancy beliefs and interest value to in-class physical activity (Path coefficient range from 0.19 to 0.26, ps less than 0.01). Cost perception was found exerting a negative impact on after-school physical activity but a positive one on lower level of understanding of energy balance (Path coefficient range from -0.33 to -0.39, ps less than 0.01). The findings painted a complex but meaningful picture about the motivational impact of expectancy-value constructs on physical activity and energy balance knowledge. School healthful-living programs should create motivational environments that strengthen students' expectancy beliefs and interest value and alleviate their negative perceptions and experiences. (Contains 4 tables and 1 figure.)

Previous studies devoted to K-12 learner motivation in physical education share a general assumption that students may lack motivation. This meta-analytic study examined published original studies (n = 79) to determine students' motivation level and the association between motivation and outcomes. Original means of motivation measures were converted and aggregated to determine motivation levels. Correlation effect sizes were calculated to determine the association between motivation and outcome measures. The analyses revealed that K-12 students are motivated regardless of the theoretical constructs used in the studies (M greater than 50). The correlation effect sizes (r = 0.20-0.30, p less than 0.05) indicate a weak association between motivation and outcome. The findings suggest a need to involve meaningful learning and pedagogy variables in motivation research. (Contains 3 tables and 1 figure.)

This study aimed to compare short- and longer-term psychological and behavioral effects of the exergaming (EX-GAME) and traditional group aerobic training (TRAD) on psychological constructs and physical activity adherence. Young adults (n = 55; 18–24 yrs) were randomized to the EX-GAME and TRAD (active control group) training regimens which had identical exercise volume (3/w, 50 min for 6w). The results indicated that EX-GAME was more effective in improving short- and longer-term autonomy satisfaction (F[1, 41] = 6.12, p =.020, ηp2 =.12) and intrinsic motivation (F[1, 41] = 7.31, p =.009, ηp2 =.19), but TRAD resulted in greater exercise exertion (t[41] = 5.03, p <.001, d = 1.51), enjoyment (F[1, 41] = 6.27, p =.018, ηp2 =.13), and relatedness (F[1, 41] = 4.56, p =.032, ηp2 =.10). TRAD had showed a larger long-term effect on identified regulation (F[1, 41] = 5.10, p =.029, ηp2 =.11). The results indicated that autonomy is a key agent for a longer-term change, contributing to the positive development of intrinsic motivation (R2 =.45), identified regulation (R2 =.27), and reducing amotivation (R2 =.10). It is noteworthy that interventions did not have longer-term effects on physical activity. The study identified subtle differences between these two training modalities in changing intervention outcomes. [ABSTRACT FROM AUTHOR]

Purpose: Developing physically literate individuals is a major goal of school physical education. To date, no research in the United States has examined physical literacy by simultaneously measuring multiple dimensions among young children. The purpose of this study was to examine students' current status of physical literacy in third grade. Method: Students (N = 342) from four elementary schools in Texas participated in the study. Dimensions of physical literacy including fundamental motor skills, health-related physical fitness, physical activity, and fitness knowledge were measured using the PE Metrics™, FitnessGram, accelerometers, and a written test, respectively. Results: The students showed varying levels of competencies across the physical literacy dimensions. Based on the results from multivariate analyses of variance, physical literacy as the single overarching factor was statistically associated with gender, Wilks's λ =.90, F(5, 316) = 6.82, p <.01, weight status, Wilks's λ =.81, F(5, 316) = 14.43, p <.01, and ethnicity, Wilks's λ =.96, F(5, 316) = 2.47, p <.05. Subsequent univariate analyses showed that girls had higher cardiorespiratory endurance but lower physical activity than boys; students with healthy body weight had higher cardiorespiratory endurance and fundamental motor skills than those with unhealthy weight; and Hispanic children displayed higher muscular fitness than non-Hispanic children. Conclusion: The physical literacy discrepancies by gender, weight status, and ethnicity identified in this study are useful for physical educators to promote physical literacy in various student groups. [ABSTRACT FROM AUTHOR]

Unsteady aerodynamics modeling must accurately describe nonlinear aerodynamic characteristics in addition to unsteady aerodynamic characteristics. The Volterra series has attracted increasing attention as a powerful tool for nonlinear system modeling. It is essential to incorporate the influence of the second-order Volterra kernel or higher-order kernels to build a nonlinear unsteady aerodynamics model. The main difficulty in the identification of higher-order kernels is that the number of parameters to be identified increases exponentially with the order of a kernel. This paper expands the Volterra kernels with the four-order B-spline wavelet on the interval as the basis function, converts the problem into the solution of low-dimensional equations, and obtains a stable solution. A nonlinear unsteady aerodynamics model is built by identifying the second-order and third-order kernels of the lift, drag, and pitching moment coefficients of the NACA0012 airfoil. Then the model is verified at different reduced frequencies using CFD.

With rising energy prices and the intensification of environmental problems, researchers have paid increasing attention to the recovery of the residual pressure energy of the industrial circulating cooling water system (CCWS) in hydraulic turbines. Taking the existing CCWS as the research object, this study analyzes the feasibility of the transformation of the power generation using residual pressure from the perspectives of energy and economy. The energy flow analysis of the system reveals that the hydraulic optimization of the system should be carried out first to obtain the minimum total energy consumption of the pump and the turbine. Then, combined with the advantages of the traditional hydraulic optimization regulation strategy of the water supply network, a synchronous regulation strategy of the pipeline and the pump station is proposed. On the basis of the synchronous regulation strategy of the pipeline and the pump station, this research proposes a method for a comprehensive feasibility analysis of the CCWS's power generation using residual pressure. Finally, taking a CCWS as an example, the simulation and comparison experiments of four transformations of the power generation using residual pressure are designed. The experiments not only prove the application value of the comprehensive analysis proposed in this research, but also prove the conclusion of the energy flow analysis mentioned above to be correct. [ABSTRACT FROM AUTHOR]

Comprehensive school physical activity programs (CSPAP) offer many opportunities for children and adolescents to be physically active. CSPAP implementation is challenging, especially during the COVID-19 pandemic. In this article, we define physical activity opportunity (PAO), identify the common sources of PAOs, and conclude with a set of strategies for offering and optimizing PAOs in and beyond schools. Effective physical activity and wellness promotion takes collective initiatives by stakeholders, in and beyond schools. [ABSTRACT FROM AUTHOR]

This article describes learning activities of the HIIT PE addressing SHAPE America National Physical Education Standard #3, how student interest is obtained, and the variety of learning environments in which they can be implemented. The article also offers examples of learning activities, cognitive assessments, and a scope and sequence for teaching HIIT PE. These examples can easily be adapted for implementation across the K-12 levels. [ABSTRACT FROM AUTHOR]

Comprehensive school physical activity program (CSPAP) holds much promise as a solution for youth PA promotion, due to its strong theoretical and political support. In this article, we review the current research on CSPAP. Fifty-four published articles that met the inclusion criteria were identified and retrieved using direct library database search and bibliography cross-referencing. Based on the literature review in this article, we describe the theoretical foundation of CSPAP, summarize the effects of CSPAP interventions on PA and other related outcomes, highlight the role of school physical education (PE) and PE teachers in the context of CSPAP, and identify the key to successful CSPAP implementation. We finally discuss the implications of current CSPAP research and other scholarly works for future research and practice—advocating the important functionality of school PE for health and student learning. [ABSTRACT FROM AUTHOR]

Introduction: As the frequency of infectious diseases rises, it's more important than ever to pay attention to the competency level of front-line nurses as the primary force in front-line rescue, which has an impact on the quality of anti-epidemic response. This paper aims to construct the competency evaluation index system for front-line nurses during the outbreak of major infectious diseases. Materials and methods: This study combined literature review, critical incident technique interviews, and semi-structured in-depth interviews, as well as two rounds of Delphi expert correspondence, to construct a competence evaluation index system for front-line nurses during the outbreak of major infectious diseases. The study used purposive sampling to select 26 experts from 11 provinces and cities across China to conduct two rounds of Delphi expert consultation, and the indicators were selected based on the mean importance score > 3.5 and the coefficient of variation < 0.25, and the weights of the indicators were calculated by the Analytic Hierarchy Process. The effective recovery rates of the two rounds of correspondence questionnaires were 93.1% and 96%. Results: The effective recovery rates of the two rounds of correspondence questionnaires were 93.1% and 96%, the authority coefficients of experts were 0.96 and 0.98, the Kendall's coordination coefficients of the first, second, and third level indexes were 0.281, 0.132, and 0.285 (P < 0.001), 0.259, 0.158, and 0.415 (P < 0.001). The final index system includes 4 primary indicators (Knowledge System of Infectious Diseases, Nursing Skills for Infectious Diseases, Related Professional Abilities for Infectious Diseases, and Comprehensive Quality), 10 secondary indicators, and 64 tertiary indicators. Conclusion: The competency evaluation index system of front-line nurses during the outbreak of major infectious diseases is scientific, reasonable, and practical, which can provide a scientific basis for nursing managers to accurately understand, describe, analyze, and evaluate the competence level of nursing staff and scientifically implement the allocation of human resources in the future, as well as serve as a content framework for subsequent training programs. [ABSTRACT FROM AUTHOR]

Degenerative cervical myelopathy is a progressive neurodegenerative disease, that has become increasingly prevalent in the aging population worldwide. The current study determined the factors affecting degeneration in the sensorimotor tract with degenerative cervical myelopathy and its relationship with brain structure. We divided patients into hyperintensity (HS) and non-hyperintensity (nHS) groups and measured the fractional anisotropy and apparent diffusion coefficients of the lateral corticospinal tract (CST), fasciculus gracilis and fasciculus cuneatus (FGC). Voxel-based morphometry (VBM) and tract-based spatial statistics (TBSS) techniques were used to estimate brain structure changes. Correlation of the modified Japanese Orthopaedic Association (mJOA) score, light touch, pinprick, motor score, and fractional anisotropy (FA) ratios of the CST at different levels were analyzed. Compared to healthy controls, the FA ratios of CST in the HS and nHS groups were decreased at all levels, and the apparent diffusion coefficient (ADC) ratio was increased only at C4/5 levels in the HS group. The FA ratio of FGC was decreased at the C3/4 and C4/5 levels in the HS group and only decreased at the C4/5 level in the nHS group. The ADC ratio was decreased only at the C4/5 level in the HS group. VBM analysis revealed that the volume of the precentral gyrus, postcentral gyrus, and paracentral lobule increased in patients compared to controls. TBSS analysis found no statistical significance between the sensory and motor tracts in white matter. The volume of clusters in HS and nHS groups negatively correlated with the C1/2 FA ratio of the CST. The results showed that the degeneration distance of the CST was longer than the FGC, and the degeneration distance was related to the degree of compression and spinal cord damage. Structural compensation and the neurotrophin family may lead to enlargement of the brain. [ABSTRACT FROM AUTHOR]

The catalytic wet air oxidation (CWAO) technology is used for the treatment of the simulated printing and dyeing wastewater and also for investigating the catalyst performance indicators such as catalyst activity and stability. The catalyst activity is mainly reflected from the water decolorization and CODCr removal rates, and the stability of the catalyst is mainly reflected by the quantity of metal dissolution. The experimental results showed that the prepared Cu–Fe–La/FSC catalyst with a 1:1:2 ratio of Cu–Fe–La by the impregnation method exhibited good activity for the treatment of the simulated printing and dyeing wastewater by the CWAO method, and the decolorization and CODCr removal rates using this catalyst were 98.7% and 78.6%, respectively, with a higher catalytic activity, lower concentration of metal dissolution, and good stability.

Purpose. The purpose of this study was to examine the process and outcome of an intervention using the project-based learning (PBL) model to increase students' health-related fitness (HRF) knowledge. Method. The participants were 185 fifth-grade students from three schools in Alabama (PBL group: n = 109; control group: n = 76). HRF knowledge was measured using a valid written test. Results. Using a two-level Hierarchical Linear Model (HLM) where students were nested within teachers' classrooms, the results show that controlling for "Class" there was a statistically significant difference between the two group conditions with the PBL cohort scoring 18.85% greater than the control schools at posttest. Discussion. The findings have shown supportive evidence as to the efficacy of a PBL-themed fitness education unit. [ABSTRACT FROM AUTHOR]

In this study, we had two inter-related goals: (a) to examine sex and minority status differences on children's motivation for physical education (PE; i.e., their expectancy beliefs, subjective task values, and situational interest) and their psychomotor learning outcomes (i.e., motor competence, cardiorespiratory fitness, and in-class physical activity); and (b) to examine the relationships between children's motivation and their psychomotor learning outcomes while testing the moderation effects of sex and minority status. We recruited 195 fourth and fifth-grade students (101 boys; 94 girls; M age = 10.7, SD = 0.7 years) from three elementary schools in North Texas. Using multivariate analysis of variance, we identified a significant sex difference that favored boys in motivation and psychomotor learning outcomes, with no significant minority status difference in relation to these variables. Regression analysis revealed that children's expectancy beliefs were significantly associated with both motor competence (R 2 = 11%) and cardiorespiratory fitness (R 2 = 16%), while both situational interest and sex were associated with in-class physical activity (R 2 = 18%). Thus, improving children's expectancy beliefs may be a means of enhancing psychomotor learning outcomes in PE, especially for girls. Enhancing children's beliefs in their own ability and offering diversified PE content so as to generate greater interest may facilitate psychomotor learning. [ABSTRACT FROM AUTHOR]

This study aimed to examine the effects of yoga and physical fitness exercises on stress and the underlying mechanisms. Participants: Healthy undergraduates from four yoga and four fitness classes participated in Study 1 (n = 191) and Study 2 (n = 143), respectively (in 2017 Fall). Methods: Study 1 evaluated the immediate effect (a 60-minute practice) while Study 2 evaluated the durable effect (a 12-week intervention). Results: Results showed that immediate stress reduction was more salient in the yoga group than that in the fitness group in Study 1. Yoga group had a greater increase in mindfulness, which predicted stress reduction. Similar observations were made in Study 2 showing the durable effect of yoga on stress reduction through mindfulness. Conclusions: Yoga intervention is better than fitness exercises in helping undergraduates cultivate mindfulness and reduce stress. These findings may guide future interventions in stress management in college students. [ABSTRACT FROM AUTHOR]

Physical literacy has become a focus in school physical education and youth sports programs. Despite the global attention, physical literacy remains an elusive concept in regards to its definition, assessment, and interventions. In this article, we review the existing scholarship on physical literacy definitions, assessments, and interventions. We first present the historic evolution of physical literacy and the various definitions, followed by a synthesis of its underlying components. We next summarize the current physical literacy assessments along with a commentary on the challenges to accurately and feasibly assess the concept. Following this we describe the characteristics and efficacy of the existing physical literacy-related interventions in children and adolescents. The article concludes with an interpretive discussion of the findings to stimulate future efforts of research, practice, and policy for fostering physically literate individuals. [ABSTRACT FROM AUTHOR]

Objectives: The present study aimed to compare the psychological effects of meditation- and breathing-focused yoga practice in undergraduate students. Methods: A 12-weeks yoga intervention was conducted among a group of undergraduate students enrolled in four yoga classes at an academically prestigious university in Beijing, China. Four classes were randomized to meditation-focused yoga or breathing-focused yoga. A total of 86 participants finished surveys before and after the 12-weeks intervention, measuring work intention, mindfulness, and perceived stress. The repeated-measure multivariate analysis of covariance (MANCOVA) followed by univariate analyses were conducted to examine the differences in work intention, mindfulness, and stress between the two yoga intervention groups over the semester, after controlling for age and gender. Results: The repeated-measure MANCOVA revealed significant group differences with a median effect size [Wilks' lambda, Λ = 0.90, F (3, 80) = 3.10, p = 0.031, η2 = 0.104]. Subsequent univariate analyses showed that students in the breathing-focused yoga group had significant higher work intentions [ F (1, 82) = 5.22; p = 0.025; η2 p = 0.060] and mindfulness [ F (1, 82) = 6.33; p = 0.014; η2 p = 0.072] but marginally lower stress [ F (1, 82) = 4.20; p = 0.044; η2 p = 0.049] than students in the meditation-focused yoga group. Conclusion: Yoga practice with a focus on breathing is more effective than that with a focus on meditation for undergraduates to retain energy for work, keep attention and awareness, and reduce stress. [ABSTRACT FROM AUTHOR]

Expectancy beliefs and task values are two essential motivators in physical education. This study was designed to identify the relation between the expectancy-value constructs (Eccles & Wigfield, 1995) and high school students' physical activity behavior as associated with their energy balance knowledge. High school students (N = 195) in two healthful-living programs (i.e., combination of physical and health education) responded to measures of expectancy-value motivation, energy balance knowledge, in-class physical activity, and after-school physical activity. The structural equation modeling confirmed positive impact from expectancy beliefs and interest value to in-class physical activity (Path coefficient range from .19 to .26, ps < .01). Cost perception was found exerting a negative impact on after-school physical activity but a positive one on lower level of understanding of energy balance (Path coefficient range from -.33 to -.39, ps < .01). The findings painted a complex but meaningful picture about the motivational impact of expectancy-value constructs on physical activity and energy balance knowledge. School healthful-living programs should create motivational environments that strengthen students' expectancy beliefs and interest value and alleviate their negative perceptions and experiences. [ABSTRACT FROM AUTHOR]

Deck tennis is an educational game that builds confidence and serves as a helpful introductory unit to net sports. This article discusses the history and rules of deck tennis and how it serves as a prerequisite to more complex striking with implement games. Additionally, it provides learning activities, motor and cognitive assessments, and a scope and sequence for teaching deck tennis. [ABSTRACT FROM AUTHOR]

An important goal of physical education (PE) is to educate children to become physically literate and active of their own accord. This study capitalized on examining the roles of students' attitudes toward PE and physical activity and fitness (PAF) knowledge in physical activity and sedentary behavior participation. Students from a public middle school in a Midwestern state in the United States of America responded to two surveys. One survey consisted of demographic and PAF knowledge questions for middle school students, and the other survey included the Attitude Toward Physical Education Questionnaire and the Youth Activity Profile. Structural equation models showed that perceived enjoyment and perceived usefulness, as affective and cognitive dimensions of attitude toward PE respectively, demonstrated small effects on physical activity and sedentary behavior, while perceived enjoyment further showed a moderate effect on PAF knowledge, after controlling for gender and grade. These findings indicate the need to deliberately foster students' positive attitudes toward PE in middle school years. It is argued that future pedagogy research on youth physical activity should also include sedentary behavior as a focal variable. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the associations between fundamental motor skills (FMS; including locomotor and object-control skills), moderate-to-vigorous physical activity (MVPA), and sedentary behavior among young Hispanic and non-Hispanic children. Using the prospective research design spanning one academic school year, we recruited 671 children (6.96 ± 1.6 years, 46% girls) from four primary schools in North Texas, 300 of whom were Hispanic and 371 non-Hispanic children, with 90% of the Hispanic and 74% of the non-Hispanic children from low-income families. All participants completed the PE Metrics™ FMS assessment and wore Actical accelerometers. Hispanic children demonstrated a lower level of MVPA on school days than their non-Hispanic peers. After adjusting for sociodemographic variables, both locomotor and object-control skills significantly predicted school-based MVPA for the non-Hispanic groups, while only object-control skills significantly predicted MVPA for the Hispanic group. For both ethnic groups, locomotor skills significantly predicted school-based sedentary behavior. The findings shed light on future motor competence–based interventions for physical activity promotion and obesity prevention among young Hispanic as well as non-Hispanic children. [ABSTRACT FROM AUTHOR]