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Purpose: This study aimed to investigate how teachers' socialization experiences influence their perceptions of and responses to bullying. Methods: Thirty in-service physical education teachers were recruited to participate. One semi-structured, individual interview was conducted with each participant lasting approximately 60 minutes. Data analysis employed inductive and deductive techniques. Results: Two themes emerged that described teachers' perceptions of and responses to bullying. These themes included: (a) socialization experiences and socializing agents influence teachers' perceptions and behaviors in relation to bullying, and (b) teachers have developed strategies to address bullying but also experience significant challenges. Discussion: The current study suggests that while enrolled in a physical education teacher education program, preservice teachers should be provided greater knowledge about and strategies for addressing bullying. In-service teachers are encouraged to pursue professional development that increases their self-efficacy in managing bullying.

Purpose : This study seeks to describe the perspective of students with attention-deficit hyperactivity disorder (ADHD) and physical education (PE) teachers concerning physical activity practice in high school. Methods : A qualitative descriptive study based on an interpretative framework was conducted with secondary school students with ADHD, and their teachers of physical education. In-depth interviews and researchers' field notes were used to collect the data. Purposive sampling and inductive thematic analysis were applied. Results : Results show that ADHD is not experienced as limiting the practice of PA and PE by students, except in motor activities that require concentration such as tactical games. On the contrary, PA and PE helps them feel better. Teachers have not had to make extensive methodological modifications in their teaching styles with students with ADHD in relation to other situations or incidents. Conclusions : Students with ADHD do not seem to show significant difficulties in PE lessons or in the practice of extracurricular PA. PE teachers do not need to make significant adaptations with these students.

Purpose: Based on person-context interaction, situational interest (SI) has been used to interpret students' motivation in task engagement. Through two consecutive studies, the purpose of this research was to investigate the roles of forms of dyads (self-selected vs. ability), feelings of relatedness and perceived competence in eliciting students' SI within the reciprocal teaching style. Method: The first study examined the role of dyad composition to determine how to group students to elicit high SI (self selected vs. ability dyads) and compared self-selected and ability dyads using repeated-measures of students' SI, perceived competence and feelings of relatedness, with 99 students in a PE unit. Based on the results of this first study, demonstrating the benefits of the self-selected dyads, the second study aimed to investigate the role of feelings of relatedness and perceived competence in eliciting students' SI within football (99 students) and gymnastics units (109 students) using MANOVAs and a cluster approach. Results: The first study's results showed higher scores for SI, perceived competence and feelings of relatedness in favor of self-selected dyads compared to ability dyads. In the second study within self-selected dyads, the results showed a small effect of perceived competence and a stronger effect of feelings of relatedness on SI. Conclusion: To elicit students' SI within the reciprocal teaching style, teachers should favor self-selected dyads. This paper highlights the importance of designing contexts where students can develop good peer relationships to increase SI. The implementation of self-selected grouping in PE is interesting since it is less time-consuming than other grouping strategies.

Although physical education teachers generally act as the physical activity champion and promote adherence to whole-school physical activity programs, classroom teachers manage the majority of students' access to movement throughout the school day. Purpose: To support the adoption of a whole-school physical activity program, this study developed an instrument that identifies barriers perceived by classroom teachers related to adopting this type of program in their school. Method: A four-step process provided the conceptual framework for this instrument development (literature review, expert review, quantitative evaluation, and validation). The final validation phase ( N = 520 teachers) included two individual analyses to separately evaluate respondents from elementary (K-5) and secondary levels (6-12). Each group was randomly split to run exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) of the models. Results: CFA results support models with adequate fit to the data for barriers for elementary, e.g., (SRMR = 0.0726; Bentler CFI = 0.92.79) and secondary (SRMR = 0.0813; Bentler CFI = 0.9374) teachers for whole-school programming. Conclusion: This instrument can be used by school personnel and researchers to understand perceived barriers for classroom teachers to implement a whole-school physical activity program in their context and then follow up to remove or reduce the barriers.

Purpose : Physical education requirements (PERs) have been suggested as a potential solution for increasing physical activity (PA) among undergraduate students, specifically for the inactive who face the greatest barriers to PA. In 2010, among a nationally-representative, random sample of tertiary institutions in the U.S. only 39% had PERs as part of their general education curriculum. But, being a decade old, this data may be outdated. The aim of this study was to examine the current status of PERs in U.S. tertiary institutions and to explore what institutional characteristics are associated with having a PER. Methods : Academic catalogs of a nationally representative, random sample of 331 institutions were searched for PER information. Results : The majority of U.S. tertiary institutions did not mandate physical education (PE) courses (56.2%), whereas 31.7% fully and 12% partially required their undergraduate students to complete a PE course to graduate. The characteristics most associated with an institution having a PER included being private, having a small enrollment size, having an academic degree program related to the field, having both activity and conceptual components, being <3 credit hours, offering an elective program in physical activity education, and being located in the south. Conclusion : Future work is needed to identify important elements of PER courses, reasons why PERs are sustained by some institutions versus others, and to establish practical guidelines regarding best practices for quality PER courses. More direct action within the discipline of kinesiology is needed to underscore the importance and need of PERs at the tertiary level.

Purpose: This study examined the effects of coordinative exercise on children's sustained attention and perceptual discrimination in a school-based physical education (SBPE) setting. Methods: Seventy-three children received an intervention of moderate-to-vigorous intensity coordinative exercise, and 75 children participated in a moderate-to-vigorous intensity physical activity as part of a regular physical education class. Two neuropsychological tests of executive function (EF) were used to assess attention and perceptual discrimination functions before and after each treatment. Results: The results found that coordinative exercise significantly improved the performances on sustained attention and perceptual discrimination, as evidenced by enhanced response accuracy and improved speed of responding. Specifically, higher progressions in task performance were seen following coordinative exercise relative to regular physical activity. Conclusion: These findings suggest that coordinative exercise could enable more robust improvements in sustained attention and perceptual discrimination among children. Overall, we conclude that structured coordinative exercise, implemented in SBPE settings, may be a promising alternative to promote children's cognitive abilities.

Previous school-based high-intensity interval training (HIIT) interventions have focused on the quantity of physical activity (PA) achieved during physical education (PE) rather than students' PE experiences, including enjoyment. Purpose : To evaluate the feasibility of a fitness- and skill based HIIT intervention guided by the Self Determination Theory. Method : For this pretest-posttest randomized controlled 6-week pilot study, 4-5 th grade students (15 boys, 30 girls; age = 10.5 ± 0.9 years) completed a 16-19-minute HIIT circuit (INT); whereas, 22 students (10 boys, 12 girls; age = 10.5 ± 0.9 years) engaged in regular PE (CON). Two-way mixed ANCOVA tests were performed to assess preliminary efficacy. Results : Participants reported favorable program satisfaction (mean 3.6 ± 1.5 out of 5). The physical educator reported a high feasibility survey score (31/35), and themes emerging from a program acceptability interview included positive perceptions of the HIIT program and strategies for future implementation. A large effect size was evident for cardiorespiratory fitness (ηp 2  = 0.26), as VO 2peak increased in INT from 53.6 ± 6.1 to 56.9 ± 7.3 ml/kg/min and decreased in CON (53.9 ± 7.0 to 52.4 ± 10.4 ml/kg/min). Students in INT exhibited greater amounts of moderate-to-vigorous PA and vigorous PA during PE versus CON, based on accelerometer data (23.4 ± 5.0 vs. 15.7 ± 4.7 min/hr, ηp 2  = 0.45; 4.5 ± 2.6 vs. 2.3 ± 1.3 min/hr; ηp 2  = 0.27, respectively). Conclusions : Findings support the feasibility of this fitness- and skill-based HIIT program and may be a valuable addition to elementary school PE programs.

Physical Education Teacher Education (PETE) training has the potential to influence graduates' decisions as physical educators. Utilizing themes from Rogers' Diffusion of Innovations and Lawson's Occupational Socialization theories, we focused on graduates from a single PETE program which, beginning in 2007, began integrating content, expectations, and experiences relating to an expanded role of the physical educator such as in comprehensive school physical activity programs (CSPAPs). Purpose : The purpose of this study was to examine transfer in terms of university training leading to teaching practices in expanded physical activity programming. Method : An electronic questionnaire was sent to 335 graduates from May 2000 through May 2019. Sixty-seven graduates' questionnaires were investigated looking at perceptions of CSPAP as an innovation, current expanded physical activity (PA) offerings, and memories of PETE. Additionally, 13 participants participated in a school visit and interview which acted as a fidelity check for self-reported levels of expanded PA programming reported in the questionnaire. Results : All 67 graduates included some amount of expanded PA programming. Positive correlations were found with perception of CSPAP as an innovation, for both year of graduation and memory of PETE programming, thus students exposed to CSPAP programming during PETE were implementing components at their schools at higher levels. Conclusion : There is positive potential for professional socialization to influence graduates' practices. Perceptions of CSPAP as an innovation were positive and support the promotion of triability and starting small when PETE programs encourage expanded PA programming.

Purpose: The preparation of Chinese physical education teachers focuses strongly on movement competence and the development of knowledge about rules and techniques. What is missing are experiences that promote expertise in task design and progressions. The purpose of this study was to examine if participation in classes following the Sport Education model could enhance content expertise by placing students in situations where they were responsible for these tasks. Methods: One hundred and ten physical education majors from a university in central China participated in a semester-long course of volleyball taught using either Traditional Instruction or Sport Education. Pre- and post-course measures were recorded of participants' game performance, common content knowledge (CCK), and specialized content knowledge (SCK). Results: After controlling for pre-intervention scores, statistically significant differences were evident in the posttest scores between the instructional groups for all three measures. The binomial logistic regression model to ascertain the effect of course type on the likelihood that students would reach the benchmark depth of SCK produced statistical significance. Students in the Sport Education classes had 6.67 times higher odds to reach the benchmark than students in the Traditional Instruction classes. Conclusion: The accountability mechanisms specific to Sport Education that have been shown to enhance student motivation and promote knowledge and performance seemed to carry over into this setting. As students in Sport Education were responsible for designing much of their team training, this served to promote their ability to design and sequence tasks based on their team's needs. Implications for physical education teacher education are discussed.

Background:  The purpose of this study was to explore the development and implementation of state level accountability policy and systems. Methods:  The study was conducted using an explanatory multiple-case study design using the SWOT analysis (strengths, weaknesses, opportunities to improve, and threats). Ten leaders from three states participated in the study (State A n  = 3; State B n  = 4; State C n  = 3 [female n = 1, 1, 2, respectively]). Semi-structured interviews and document analysis were used to collect data. The data was analyzed using the structural narrative analysis method. Results:  All ten state leaders discussed that the high obesity rate within the state was one of the motives of adopting an accountability system. The commonly identified strengths of the system were having legislation and using existing resources to help facilitate the process. Some weaknesses included the lack of accessibility to individual data at the state level and the absence of a reflexive cycle for future improvement. For opportunities to improve, all state leaders mentioned having an assessment system enhanced the status of physical education in schools. Consistently discussed threats were turnover of associated personnel and teacher pushbacks. Conclusion:  This study revealed that there are several factors to consider making an accountability policy and system meaningful and valuable. Physical educators are all policy actors. Everyone has a responsibility to act as stewards of the field to be critically reflective in what we do, and to understand the why behind our actions.

Purpose: The purpose of this study was to compare the impact of interventions aimed at improving teacher's content knowledge on students' MVPA, on-task behavior, and skill performance. Differences between treatment and comparison groups were further examined by skill level and gender. Method: We conducted a retroactive analysis of teacher and student data from two randomly controlled trials and one well-controlled quasi-experimental trial measuring MVPA, student performance in badminton, and on-task behavior in lessons. We used descriptive and ANOVA analyses to determine our results. Results: The data show statistically significant effects for student performance and MVPA, and statistically significant effects for on-task performance between groups. Effect sizes for student performance exceed 1SD. MVPA for two of the three studies exceeded the 50% of the lesson criterion. Data are reported for high, average and low skilled students for each variable. Conclusions: This is the first study to examine three important outcomes of physical education, namely skill performance, MVPA, and on-task behavior in one investigation. Our results show that multiple objectives in physical education can be achieved. A strength of the study is that we did not sample any of our variables. The data represent a complete picture of every trial, and continuous interval recording for MVPA and on-task variables occurring in each lesson.

Purpose : Students' affective experiences represent essential physical education (PE) learning outcomes. However, measuring these essential internal processes and understanding how they relate to behaviors has been difficult and limited thus far. The purpose of this study was to expand the Discrete Emotions in Physical Education Scale (DEPES) from the original three in-activity emotions (enjoyment, boredom, and anger) to include three additional outcome-related emotions (pride, shame, and relief). Method : Exploratory structural equation modeling (ESEM) analyses investigated the factor structure for the DEPES expansion with middle school (i.e., 6 th , 7 th , & 8 th grade) students from the United States ( N = 495; M age = 11.96 (SD = .98), 57% Female). Additionally, we examined predictive validity with relevant outcomes including perceived social competence, disruptive behavior, and multiple meta-cognitive knowledge beliefs (declarative, conditional, and procedural). Results : ESEM for the six emotions showed good model fit. Standardized factor loadings yielded strong primary loadings with minimal cross loading, suggesting discriminant validity for both in-activity and outcome-related emotions. Also, predictive validity of students' disruptive behavior (21%), social competence (40%), and metacognitive knowledge (40-57%), accounted for a significant portion of knowledge variance. Conclusion : The six emotions measured by the DEPES can provide clear and precise information on students' affective experiences in PE. Furthermore, measuring a variety of discrete emotions can help researchers/teachers capture unique motivational tendencies in students' behavior and knowledge. The evidence speaks to how limiting general positive/negative affect may be when trying to understand students' motivation/behaviors in PE. Overall, the DEPES can make valuable contributions to PE research and practice.

Purpose : Little is known about children's experience with high-intensity interval training (HIIT) during elementary school. Perceptions of enjoyment, perceived competence, and motivation are likely to drive long-term adherence and are, therefore, critical to understanding how HIIT might be implemented in this setting. The purpose of this study was to describe children's vigorous physical activity (VPA), enjoyment, and perceived competency of HIIT activities within a Self-Determination Theory framework (autonomy) in elementary school physical education (PE) classes. Methods : Participants were 402 children from a single, diverse elementary school (49.4% female, 59.6% Non-Hispanic white). Student enjoyment and perceived competency were collected following teacher- (non-autonomous) and student-led (autonomous) conditions. A sub-set of 201 children wore accelerometers to measure percent of time in VPA during HIIT conditions. This mixed factorial design was assessed through a series of repeated measures ANOVAs. Results : While children reported generally positive enjoyment and perceived competence in both conditions (rating over 4.0 on a 5-point scale), children significantly enjoyed (d  = 0.44) and felt more competent ( d = 0.11) during the autonomous HIIT condition compared to the nonautonomous HIIT condition. In contrast, the percent of time in VPA ( d = 0.94) was significantly lower in the autonomous condition. Conclusions : These data illustrate a challenging trade-off with the design of HIIT trials. Increasing autonomy through the inclusion of student choice increased enjoyment and perceived competence of HIIT, which are likely to improve adherence, but lowered VPA, which is likely to reduce cardiometabolic impact. Abbreviations : U.S.: United States; PA: Physical activity; MVPA; Moderate-to-vigorous physical activity; PE: Physical education; CDC: Centers for Disease Control and Prevention; Randomized control trial, RCT; SDT: Self-Determination Theory; HIIT: High-intensity interval training; RCT: Randomized control trial; VPA: Vigorous physical activity; IRB; Institutional Review Board; HFZ: Healthy Fitness Zone; PACES: Physical Activity Enjoyment Scale; M: Mean; SD: Standard deviation.

According to the theory of practice architecture, every practice enacted in classrooms is a result of interaction between social, physical and spatial elements. In relation, from a practice-referenced perspective, it is necessary to know which teaching-learning implementation features could help teachers/coaches/researchers to assemble Teaching Games for Understanding (TGfU) interventions in relation to the institutional environment. Purpose : This review aimed to explore from a practice-referenced perspective how TGfU researchers reported their interventions based on the teaching-learning implementation features (intervention design as a function of the context, intervention length, lesson content, basic lesson elements, lesson alignment, teacher/coach experience with the approach, and lesson validation and treatment verification) and their association with learners' outcomes. Results : We found 20 studies that included some of the teaching-learning implementation features, but none of the studies included all of these features. We also found that studies of TGfU measured and reported learners' outcomes in a variety of ways. This creates difficulties for drawing conclusions about the relationships between the presence of teaching-learning implementation features and student learning outcomes. Conclusion : Further TGfU interventions should be planned to consider the following: (a) that lessons need to be designed as a function of the context; (b) the number of intervention lessons, their duration and the duration of each lesson task; (c) the concrete tactical and technique contents and goals per lesson; (d) the modified games, questions and achievable challenges as basic lesson elements; (e) the alignment between the basic lesson elements and the structure of lessons, based on the goals of each lesson; (f) that teachers/coaches need to have previous experience in TGfU and be trained on the specific study purpose; (g) that lessons should be validated before implementation and verified during intervention; (h) researchers should regulate the ways in which learners' outcomes are measured and reported within TGfU studies.

Purpose : Children in low-income, urban areas are at a greater risk of poor physical activity (PA) and academic outcomes. The purpose of this study was to examine feasibility, acceptability, and engagement of a pilot implementation of the Active Science (AS) exer-learning program in 3 rd grade physical education (PE) classes to inform potential upscaling after efficacy evaluation. Methods : AS was implemented within PE at five public schools serving low-income, urban neighborhoods, using a phased implementation approach. A mixed methods approach was utilized; feasibility and engagement were measured using quantitative dose and fidelity measures, students were surveyed regarding acceptability, and PE teachers were interviewed pre/post-intervention regarding perceptions of the program. Results : N = 638 students in k = 25 PE classes across five schools averaged 8.8 weeks of AS implementation with nearly universal inclusivity. Students averaged 1468 steps/session; an average of 15% of available PE class time was spent in MVPA. Semi-structured interviews revealed high staff perceptions of feasibility, as well as specific improvements that should be implemented before upscaling. Conclusions : Process and PA measures indicate high feasibility, with excellent engagement across all five schools. Together with high acceptability reported by students and staff, these results show that AS can feasibly integrate into PE classes low-income, urban schools to improve student engagement in both PA and science learning.

Purpose : The purpose of the current study was to apply the Theoretical Domains Framework (TDF) and Capability, Opportunity, Motivation, and Behavior model (COM-B) to examine theoretical predictors of teachers' intentions to implement inclusive physical education. Methods : Ontario primary and secondary teachers (n = 383) completed an online questionnaire which assessed potential factors associated with intentions toward implementation of inclusive physical education. Results : The final statistical model explained 72% of variance in intentions to implement inclusive physical education with the following theoretical domains identified as significant ( p <.05) predictors: knowledge (β .09), professional role and identity (β .22), memory, attention, and decision making (β .14), social influence (β .37), and emotion (β -.20). Regarding the COM-B, the component Motivation explained the greatest amount of variance in intentions to implement inclusive physical education. Conclusions : The application of the TDF and COM-B model in this study work to extend current literature through advancing understanding regarding cognitive, affective, and social factors related to teachers' intentions to implement inclusive physical education. Teacher training strategies should take into consideration multidimensional approaches to support teachers' motivations to implement inclusive physical education. Future research and intervention should seek to target and foster factors such as social influences, social/professional role and identity, and knowledge. These factors, in turn, may improve teachers' intentions to implement inclusive physical education.

Purpose : The purpose of the study was to reexamine the motivational transfer hypothesis of the trans-contextual model from the perspective of individuals' motivational profiles. Methods : A total of 348 eighth-grade students participated in this study. Participants' motivation for physical education (PE) and physical activity (PA) and their out-of-school PA were measured. Results : Latent profile analysis revealed four similar motivational profiles for PE and PA-Motivated, Autonomous, Average, and Low-motivation. Proportion of agreement index showed that 43% of students had consistent motivational profiles for PE and PA. ANOVA and MANOVA showed that students with the Motivated, Autonomous, and Average profiles had the similar levels of out-of-school PA, which suggested that students with higher levels of self-determined types of motivation tended to have higher levels of out-of-school PA, no matter how high/low the level of their controlled types of motivation. Conclusion : These results partially support the propositions of the trans-contextual model.

Purpose : The purposes of this study were to (a) examine the three-year longitudinal growth trends of cardiorespiratory fitness among middle school students, and (b) examine the associations between individual and school-level socio-demographic variables and middle school student cardiorespiratory fitness performance. Methods : A longitudinal multilevel analysis design was used. Participants were adolescents ( N = 44,801; 48.1% girls) from 33 middle schools in an Eastern U.S. state. The grand mean age for the participants was 12.42 ± 0.98 years old. Individual-level variables included grade (testing year), sex, and the 15-m Progressive Aerobic Cardiovascular Endurance Run (PACER) performance, which was measured annually for 3 years. School-level variables included the percentage of students receiving a free and reduced-price meal, student-faculty ratio for physical education, and school-level academic performance. Results : A three-level hierarchical linear model was used to model the longitudinal performance change across 3 years accounting for individual and school-level factors. A quadratic growth curve was identified in PACER performance changes, with a positive first-order coefficient ( β  = 3.05) and a negative second-order coefficient ( β  =-0.82) overall. Sex was significantly associated with PACER changes ( p < .01), with boys and girls having divergent longitudinal growth curves. School-level academic performance was positively associated with PACER performance; however, the association was not statistically significant. Conclusion : Results indicate that although cardiorespiratory fitness improved across years, on average, performance did not keep up with healthy fitness zone recommendations. In addition, sex-based discrepancies were evident as boys and girls demonstrated different quadratic growth curves in cardiorespiratory fitness.

Purpose : Students' positive emotional experiences are an essential physical education outcome because they promote achievement-oriented cognition and behavior. The manner in which students attribute success and failure triggers emotional experiences. Students' beliefs that success is under their control are thought to be a precursor to positive emotions. Research on these relationships has mostly been observational; thus, experimental design was used to address this gap. The purpose of this study was to investigate the effects of attributional training (AT) on students' emotions and motivation toward a PE-related task. Method : Participants were female university students ( N  = 144; Mage = 20.92, SD = 2.13) recruited from Kinesiology courses. Participants were randomly assigned to one of the three experimental treatments (high AT = 46; low AT = 49; control = 49). Each treatment group received targeted control belief prompts, instruction, and feedback while learning a novel task. Data were collected on students' emotions and motivation before and after treatment. Results : Repeated measures analysis showed that participants receiving high AT increased enjoyment and reduced boredom over time compared to other groups. Feelings of anxiety trended down over time in all three groups while feelings of relief trended up. Free-choice activity did not show a significant group by time interaction. Conclusion : Our results show that AT can influence control beliefs in ways that increase students' enjoyment and reduce boredom in physical education tasks. Therefore, training physical education teachers to create a high AT learning environment appears to be a viable strategy for promoting adaptive emotions when students are learning novel tasks.

In this article I envision how Charles H. McCloy might assess the current state of kinesiology in relation to how it evolved from its parent profession of physical education into a field comprised of the scientific enterprise of kinesiology, as well as the related professions and professional preparation programs. I use my interpretation of his scholarship years ago to imagine how he would respond to important developments and advances in the scientific basis of human movement. Overall, despite many advances in the profession, I suspect that he, like I, would opine that the field is at a tipping point. I use his voice to illustrate five key themes that the field must address if it seeks to impact professional practice and the health status of all citizens.

Purpose : Based on the theorized concept "Curriculum Safety Zone (CSZ)," this study was conducted to identify the factors for breaking CSZ by contrasting the experiential accounts of two pre-service teacher groups who taught within or outside of their CSZ. Method : Pre-service teachers ( n  = 14) from a sport-centered PETE program were trained to teach a Health-First curriculum module and their peers ( n  = 14) a traditional sport module. Each group taught their respective module to 14 intact 7th grade classes in 14 schools in China. A mixed-methods design was used. Quantitative data on learner knowledge gain were collected from the learners. Qualitative data included lesson observation fieldnotes, social-media posts, and interview responses and were gathered from the pre-service teachers. Results : Learners in the Health-First schools gained more knowledge than those in the Comparison schools (t 26  = 2.92, p = .007, Cohen's d = 1.10). Qualitative evidence was triangulated using a Health-First vs. Comparison contrasting approach with open-, axial-, and selective-coding to generate themes. The themes were Confidence in Doubt, Lesson Plans to the Rescue, Professional Development is Necessary But…, and Student Learning Save the Day! A grounded theory was developed using the themes and interpreted using the Interconnection Model of Teacher Professional Growth. Conclusion : Breaking CSZ requires a synergistic effort with carefully designed professional development, detailed lesson plans, an effective support network, and, most important of all, a powerful curriculum that can elicit observable and measurable learner achievement.

Purpose : Health authorities recommend schools play a major role in providing and promoting physical activity (PA). School choice legislation has led to increases in both public charter schools and private schools, and these have greater flexibility in curriculum, staffing, and other practices than traditional public schools. Most schools have public websites for informing constituents about their goals, curricula, and programs. Little is known, however, about how they use websites to provide information about and advocate for PA programs. Thus, we compared how selected PA programs were represented on public charter and private elementary school websites. Methods : We conducted a systematic content analysis of the websites of 520 public charter and 990 private schools in California that included grades 1-5 and compared how they represented PE, interscholastic sport, and other PA opportunities. Results : Websites mentioned PA programs infrequently and provided little information about them. PE was the PA program mentioned most often on both charter (30.8%) and private (71.3%) school websites, but information about its frequency, duration, curricula, and who taught it was comparatively scarce (range: charter (4.8 - 22.5%); private (11.2 - 54.8%). More private than charter school websites mentioned interscholastic sport (45.6% vs. 16.5%, p <.001) and other extracurricular PA programs (26.8% vs. 20.4%, p =.006). Conclusion : Although available in nearly all schools, website content about PA/PE was limited. In this regard, however, private school websites were more fully developed than those in public charter schools.

Purpose : Little is known about the role of physical education (PE) in a school health promotion model, particularly where wellness is placed at the forefront. The purpose of this study was to understand how PE contributes to the overall amount of moderate to vigorous physical activity (MVPA) that children receive in a school recognized for health promotion. Methods : As part of an in-depth case study, participants in grades 4-8 ( N  = 105) wore ActiGraph wGT3X+ accelerometers over 7 days to assess activity levels. Data were scored using ActiLife software. Using SPSS statistics software, students were grouped into low, moderate, and high activity through calculating tertile splits of average daily MVPA. Two 2 × 2 ANCOVA (sex x activity level) tests were conducted to determine the ratio of MVPA in PE to school and daily MVPA, controlling for age. Results : Participants accrued 8 min MVPA on average during PE with differences among low (6.4 ± 2.5), moderate (8.3 ± 3.7), and highly active participants (10.1 ± 4.0). ANCOVA analyses revealed non-significant interactions between sex and activity level explaining variance in contribution of PE to school MVPA ( F (2, 99) = .235, p = .791, partial ŋ 2  = .005) and daily MVPA ( F (2, 99) = .299, p = .742, partial ŋ 2  = .006), but significant main effects between high and low activity for daily MVPA were observed F (2, 99) = 5.118 p = .008, partial ŋ 2  = .094. Conclusions : PE remains a priority in supporting children's PA, particularly for those least active. Despite relatively low levels of MVPA, findings provide rationale for policy change supporting more frequent PE in schools.

Purpose : It is argued that the constructivist physical education has the potential to overcome socioeconomic (SES) constraints and promote learning. The purpose of this study was to determine the extent to which school SES-related class environmental factors influenced student learning in a constructivist physical education context. Methods : Students in 8 th grade ( N = 1,256) from 10 middle schools with varied SES were tested on exercise knowledge before and after a constructivist physical education intervention. School SES was determined using free and reduced meal ratio (FARM) and physical education related factors. Data on lesson frequency, length, facilities, equipment, and class size were collected from teachers. Results : Hierarchical linear model analyses reveal that SES is not predictive of intervention induced learning ( γ = 0.73, t =.91, p =.37). Lesson frequency ( γ 02 =.52, t =.31, p =.06), length ( γ 03 = -.03, t = -1.82, p =.07), facilities ( γ 04 = -.11, t = -.49, p =.63), equipment ( γ 05 = -.36, t = -1.36, p =.18), and class size ( γ 06 = -.05, t = -1.36, p =.18) are not predictive of learning. Student prior knowledge ( γ = -.59, t = -18.37, p <.001) and teacher factor ( γ =.04, t = 3.72, p <.001) are predictive of learning. Conclusion : The findings suggest that school SES's detrimental impact on learning in physical education could be overcome by the power of a constructivist curriculum.

Purpose : Educational research often provides insight into the potential best practices to use within the classroom setting. Yet, limited information is available on teachers' perspectives toward research in the field of adapted physical education (APE). The current study examined adapted physical educators' perceptions toward research. Method : Sixty general physical education and APE associations within the United State of America were emailed a survey adapted from the National Center for Research Policy and Practice. Results : One hundred twenty-four adapted physical educators were included within the study. Spearmen correlations and frequency counts of open-ended responses were used to analyze the data. Overall, findings indicated that a majority of participants had conducted research, with most participants mentioning it helped them learn more about a particular issue they were facing. Adapted physical educators reported a high rate of engagement with research and that research has a positive impact on important issues, such as behavior management and advocating for students with disabilities. Although positive overall perceptions toward educational research were reported, several items that related to the usefulness and accessibility of research were ranked quite low. In addition, it was found that higher levels of education and years of experience were correlated with lower perceptions toward the validity and usefulness of research. Conclusion : This study highlights the important role research plays in the practice of adapted physical educators; however, researchers need to present their research findings in a more practical way for teachers to translate to their own situations.

Quality physical education can play a critical role in helping students become more active, physically literate, and develop the skills and interests to remain physically active throughout their lives. The healthy, physically active student is more likely to be academically motivated, alert, and successful in school. Unfortunately, findings from multiple studies interviewing students with disabilities suggest that students with disabilities are often less active and feel more socially separated from the class compared to their classmates without disabilities in general physical education. Clearly, more research is needed to identify best practices or strategies for creating a positive learning environment in physical education for all students. This paper examines future research considerations based on what we currently know about the physical education experiences and concerns of students with disabilities as well as concerns voiced by general physical educators. Considerations include: (1) What evidence do we have and what evidence do we need to show students with 3 disabilities are receiving appropriate physical education whether included or in a separate setting? (2) What evidence do we have and what evidence do we need to show that physical educators are properly trained and qualified to provide physical education to students with disabilities? (3) What evidence do we have and what evidence do we need to show that particular curricular and teaching models are effective when including students with disabilities in general physical education and when working in small groups or one-on-one? (4) What evidence do we have and what evidence do we need to show that students with disabilities are socially part of the class and not simply physically present.

Purpose : A systematic review of the research conducted on Cooperative Learning in Physical Education in the last 5 years (2014-2019). Method : Seven databases were used to select those articles that included information on the implementation of Cooperative Learning in the different educational stages. After the exclusion criteria, 15 articles were fully assessed based on eight criteria: (1) year and author; (2) country; (3) number of participants, educational level, and duration of implementation; (4) type of research; (5) curricular content; (6) purpose of the research; (7) most relevant results; and (8) learning environment. Results : Results showed how research focused more on secondary education, mainly in short-term interventions. Most studies used qualitative and/or mixed methods, and dealt evenly with sports, motor skills, and physical abilities, leaving body expression underrepresented. Regarding the goals of the studies, social learning was the most frequently assessed, focusing on motivation, group climate, and teacher-student interaction. Criticisms regarding the shortness of the experiences and their fragmentation can still be considered valid. Conclusion : This review can help researchers and practitioners conduct Cooperative Learning intervention programs in primary and secondary Physical Education. They must be rigorous when they claim that they implement this pedagogical model in schools.

Purpose : The purpose of this study was to compare the workplace experiences of physical education and adapted physical education teachers while also considering biological sex. Role socialization theory was used as a guiding lens. Method : Participants included 653 teachers (women = 382) who taught physical education ( n = 420) or adapted physical education ( n = 233). Five instruments were used to examine workplace experiences regarding: (a) marginalization and isolation, (b) two elements of perceived mattering, (c) three role stressors, (d) resilience, and (e) emotional exhaustion. Group comparisons were analyzed using a 2 × 2 (discipline x biological sex) factorial MANCOVA while including years of teaching experience as a covariate. Results : No significant interaction effect between teacher group and biological sex was detected; however, there were significant main effects of teacher group, F (9,640) = 19.49, p < .001; Wilk's Λ = .79, partial-η 2  = .22, and of biological sex, F (9,640) = 2.81, p < .01; Wilk's Λ = .96, partial-η 2  = .04, on the dependent variables. Significant follow-up univariate tests showed that the adapted physical education teachers perceived less marginalization, less isolation, more perceived mattering, and less emotional exhaustion than the physical education teachers. Women from both groups felt significantly more role overload when compared to the men. Conclusion : Collectively, these findings both relate to and extend role socialization theory in explaining how adapted physical education teachers are socialized through the workplace in comparison to their physical education counterparts. Practical implications for preservice and inservice teacher preparation and future research directions are discussed.

Purpose : School physical activity (SPA) is a significant component of daily PA. We investigated differences in PA between boys and girls in two differing education systems-Poland and the Czech Republic-which have four and two physical education lessons (PELs) per week, respectively. Method : This project was conducted from 2012-2016 at 17 Polish and 23 Czech secondary schools ( N = 921; mean age = 16.2 ± 0.7 years). ActiTrainer accelerometers were used to monitor participants' PA and heart rate during school days. Weekly PA was measured using pedometers. Subjective levels of weekly PA were self-reported on the International Physical Activity Questionnaire-long form. Results : The Polish education system enabled adolescents to meet the recommendations for moderate-to-vigorous PA more likely than did the Czech system. SPA also represented a higher portion of daily PA in the Polish (vs. Czech system); however, the differences in total daily step count between Polish and Czech adolescents were non-significant. SPA accounted for 30-37% of the daily PA (as measured by step count) of Polish girls (23-30% of Czech girls) and 28-39% of Polish boys (25-37% of Czech boys). Conclusions : Participation in PELs was associated with a higher rate of meeting SPA recommendations in both countries. Compared with the Czech Republic, more PELs in the Polish education system was associated with increased daily vigorous PA and a greater portion of SPA in daily PA. Differences in overall daily and weekly moderate-to-vigorous PA between Polish and Czech adolescents were non-significant.

Purpose : In youth, cross-sectional studies reported age differences in balance performance that were in favor of adolescents. Thus, trainability of balance performance might be different in children compared to adolescents. The purpose of this study was therefore to compare the effects of balance training (BT) on balance performance between children and adolescents. Method : Thirty children (7.5 ± 0.5 years) and 42 adolescents (14.7 ± 0.5 years) participated in this study and were assigned to either a BT-group or a control (CON) group. In both age groups, BT was conducted over five weeks while the CON-groups received their regular physical education lessons. Pre- and posttests included the assessment of mobility, static steady-state, proactive, and reactive balance. Results : Significant Test × Group × Age interactions were found for static steady-state balance (i.e., CoP displacements during single leg stance) and mobility (i.e., 10-m gait velocity). For both measures, post hoc analysis revealed larger improvements (+16-37%, 0.001 ≤  p ≤ 0.033, 0.65 ≤  d ≤ 2.24) for children compared to adolescents. For proxies of proactive and reactive balance, we could not detect significant Test × Group × Age interactions. Conclusions : We conclude that trainability of static steady-state balance and mobility seems to be higher in children than in adolescents indicating larger adaptive reserves in children compared to adolescents. However, there were no age differences in adaptations to BT with respect to proactive and reactive balance.

Purpose : The purpose of this systematic review was to identify sources of stress, consequences of chronic stress and moderators of stress in physical education teachers and to formulate implications for future research and teacher education. Methods : The initial search identified 2483 publications, including 47 that met the inclusion criteria. Results : The most important sources of stress in physical education teachers were the curriculum, inadequate facilities/equipment, the low status of PE and students´ discipline problems. Regarding the consequences of chronic stress, the majority of studies assessed burnout and reported low to moderate levels of burnout in general. However, of the studies that reported percentages, 20-25% of physical education teachers indicated high levels of burnout. Conclusions : Regarding the relationship between sources of stress and consequences of chronic stress in physical education teachers, future studies should (a) take into account the whole stress process (b) use more adequate measures for stress and (c) address potential moderators of stress. In terms of practical implications, PE teachers should receive an adequate pre- and in-service training that aims at being aware of the main sources of stress in PE teachers and building up adequate coping strategies. In addition, PE teacher education should consider interventions to prevent health consequences of stress such as voice disorders.

One primary goal of physical education (PE) is to promote students' lifelong physical activity (PA). This goal implies that PE should not only improve students' PA in PE classes but also promote their PA outside of the school known as the "PE effect." Purpose : In this study, we proposed a two-pathway model of the "PE effect" and hypothesized that learning in PE and positive motivational experience in PE are two possible pathways through which the "PE effect" emerges. We tested the tenability of this two-pathway model from the perspective of knowledge learning and autonomous motivation in PE. Methods : A total of 394 eighth-grade students from five schools provided data on PA knowledge, out-of-school PA, and autonomous motivation toward PE and PA. Structural equation modeling was used to test the two-pathway model. Results : Results showed that the students' knowledge had a direct effect (β = .18, p < .05) on their autonomous motivation for PA and an indirect effect (β = .02, p < .05) on out-of-school PA through influencing autonomous motivation toward PA. Students' autonomous motivation for PE had a direct effect (β = .41, p < .05) on their autonomous motivation toward PA and an indirect effect (β = .04, p < .05) on out-of-school PA through autonomous motivation toward PA. Conclusion : These results indicate that the two-pathway model is tenable in terms of knowledge learning and autonomous motivation in PE and imply that teaching knowledge in an autonomy-supportive PE environment may be an effective way to promote students' out-of-school PA.

Purpose : Fundamental movement skill (FMS) assessors in education environments rely upon real-time FMS assessment; however, the recognition of individual proficiency criteria during real-time process-oriented FMS assessment may be problematic. Few studies consider the accuracy of identifying individual proficiency criteria in process-oriented FMS assessment, even though criteria are relied upon for intervention planning. This study aimed to further understand assessors' ability to recognize proficiency criteria during real-time FMS assessment and the impact of assessor experience on assessment accuracy. Methods : 10 primary teachers, and 7 pediatric professionals assessed 10 performances of four FMSs (Jump, Hop, Kick, Throw) presented in videos and point-light displays using the Test of Gross Motor Development-2. Results : Accuracy in identifying proficiency criteria was moderate for both pediatric professionals (74.73%) and primary teachers (69.58%), with no differences between groups. In contrast, reliability of overall proficiency scores was good to excellent (ICC>0.8) in both groups. Some individual criteria may be more difficult to assess, evidenced by large average accuracy ranges within skills (e.g., 46% difference between Throw criteria 1 (34%) and 2 (80%)). Conclusions : The study reinforces the difficulty of observing proficiency criteria during real-time FMS assessment regardless of assessor experience. Results suggest that assessors can accurately score overall FMS proficiency, whilst accurate identification of proficiency criteria is problematic. Accurate criterion identification is crucial to understand skill deficiencies and inform subsequent intervention. Attentional demands during real-time assessment may be too great to allow accurate criterion identification, even by experienced assessors, which presents an important consideration for test administrators and developers.

Purpose : This study provides a longitudinal examination of the influences enhancing or constraining the development of efficacy in ten induction physical educators. Method : Over a span of three years, data from structured interviews and responses to the Physical Education Teaching Efficacy Scale were collected at seven time points. Utilizing a mixed-methods approach, data were analyzed for qualitative themes and quantitative trends through the lens of various factors known to influence the career cycle. Results : In the personal environment, the presence of positive individual dispositions, the ability to balance competing demands, and high levels of perceived support emerged as constructive enhancers of efficacy. In the organizational environment, positive influences included the ability to meet the expectations of stakeholders and perceived confidence related to the tasks of teaching. Over time, significant differences existed for the survey categories measuring efficacy in content knowledge, accommodating skill level differences, teaching students with special needs, and instruction. Furthermore, significant differences also occurred related to gender, geographical location/setting, and school classification. Conclusion : Efficacy levels in beginning physical educators are highly dynamic and context-specific, but the presence of high levels of perceived support, both personally and organizationally, can positively enhance the efficacy of induction teachers related to balancing demands both inside and outside the classroom. Implications include the necessity for authentic and thorough preservice training and upon employment, access to adequate resources.

Purpose : Children with special educational needs and disabilities (SEND) are often excluded from physical education (PE). Opportunities exist to enhance the competence of trainee teachers, thus preparing them for the demands of inclusive PE (IPE). In this study, we examined the effect of IPE training workshops on trainee teachers' self-efficacy for including SEND children within PE. Method : Data was collection from 366 trainee teachers across 44 workshops (63% females; 57% primary-school trainees; age, 23 ± 5 y, mean ± standard deviation; age range 18-53 y). A pre-post design was used to assess the effect of the workshop and possible moderating factors. Data were analyzed using mixed modelling. Results : IPE training had a large beneficial effect on trainees' self-efficacy (1.61, ±0.21; standardized effect size, 99% confidence limits). Mixed modelling revealed substantial differences in the mean outcome between workshops. The standard deviation (SD) representing this variation between workshops was moderate-sized (SD = 0.30, ±0.30). We also found that trainees with an above average sense of self-efficacy at baseline (mean +1SD) were likely to benefit more. Workshop size (0.35, ±0.42) and trainees' perception of workshop quality (0.39, ±0.19) were substantial moderators of changes in self-efficacy. Other moderators with possible substantial effects were trainee specialization and completion of a school-based placement. Conclusion : This study supports the viability of embedding IPE within teacher training. Attention should be paid to trainees' starting points prior to scheduling training. The size of workshops and quality of delivery should also be considered when developing IPE competencies within trainees.

To promote student physical literacy , physical educators must teach and assess health-related fitness content knowledge (HRFK) and model healthy lifestyles. Individual HRFK is associated with lifetime physical activity (PA) and each may precede/predict both teaching and assessing of student HRFK. Purpose : The purpose of this study was to examine factors related to physical educators' teaching and assessment of student HRFK. Method : Physical educators ( N = 796) representing each SHAPE America regional district completed a 33-item survey to determine their individual HRFK, weekly PA, and extent to which they teach (tHRFK) and assess (aHRFK) student HRFK. Results : Multiple regression was conducted to determine if tHRFK and aHRFK are predicted by teachers' individual HRFK, min/week of light, moderate, or vigorous PA, or any demographic variables. Overall, the tHRFK model was significant ( F = 10.919, R 2  = 0.100, p < .001) with all predictors significant, except weekly minutes of moderate PA and participant HRFK ( p < .05). The aHRFK model was also significant ( F = 45.736, R 2  = 0.108, p < .022) with all predictors significant except weekly minutes of moderate PA, education level, and participant HRFK ( p < .05). Conclusion : U.S. physical educators possess high levels of HRFK, however HRFK is not a significant predictor of their teaching and assessing HRFK. Weekly vigorous PA, was the strongest predictor, suggesting that teachers' commitment to their own personal PA is critical to teaching and assessing HRFK among their students. Further research should consider vigorous PA along with other potentially related variables to more fully describe and predict physical educators' teaching and assessment of HRFK.

Purpose : A paucity of literature examines how doctoral students are prepared for the transition into physical education teacher education faculty roles. Given the need to understand how doctoral programs impact such preparation, we sought to investigate this process using a longitudinal approach grounded in occupational socialization theory. Method : Fourteen participants (8 males, 6 female) were interviewed during final stages of doctoral programs and their first years in faculty positions; questions focused on key socializing agents and experiences that shaped their preparation for their academic careers. Data were analyzed using a constant comparison approach entailing open and axial coding. Results : Strong advisor-advisee relationships and finding a supportive department culture during one's first faculty position were key socializing mechanisms. Participants who independently sought research experiences transitioned more smoothly into faculty roles; however, many had heavy teaching loads which conflicted with ambitions to regularly conduct research. Further, some faculty members experienced tense sociopolitical environments which hindered their productivity and confidence in current job roles. Conclusions : Our results speak to the challenges and successes that faculty members experience as they transition into the academy. Findings have implications for further research and practice to enhance the quality of doctoral education and faculty induction programs.

Purpose : Work ability of physical education teachers (PETs) is important to promote physical activity and effective teaching process. However, there was a limited study. In this study, work ability of the Turkish PETs was investigated. Method : The mixed methods were used. The study group consisted of 407 (M age = 36.52 ± 6.9) PETs. "The Work Ability Questionnaire" was used as a data collection tool. Descriptive statistic, independent sample t-test, analysis of variance (ANOVA), multiple regression analysis, and chi-square were used in the analysis of qualitative data, and content analysis was used in the analysis of quantitative data. Result : The PETs were satisfied with their current job, and while there was a significant difference according to the gender ( p < .05), a significant difference was not detected according to the age ( p > .05). Furthermore, the PETs had a high work ability; when the comparison according to the gender and age significant differences was found ( p < .05). Also, it was found that job satisfaction predicted physical fitness, work ability, work motivation, and work atmosphere of the PETs ( R 2 = .463, F = 30.945, p < .05). Some of the PETs had a physical disease affecting their work abilities, and most of the PETs had musculoskeletal and respiratory diseases. In the comparison, according to gender, a significant difference was not found in terms of injury or disease ( p > .05). Moreover, health problems were seen as the main problems which will threaten for the future work abilities. Conclusion : Higher work ability was associated with positive outcomes and higher job satisfaction. The healthy PETs had more work abilities.

Purpose : The purpose of this study was to adopt an explicitly intersectional approach to examine the experiences of women identifying as having a visual impairment and as being overweight or obese in integrated physical education (PE). Method : An interpretative phenomenological analysis (IPA) research approach was used, and six women (ages 25-34) with visual impairments who identified as being overweight or obese acted as participants. The sources of data included semistructured audiotaped telephone interviews and reflective interview notes. Data were analyzed thematically using a three-step analytic process informed by IPA. Results : Based on the data analysis, three inter-related themes emerged. The first theme, restricted/reluctant participation, described participants' experiences with PE activity restrictions and the influence of visual impairment and overweight or obesity on these restrictions. The second theme, teacher discrimination, described participants' recollection of discriminatory practices by physical educators that were influenced by perceptions of inability. Finally, the third theme, isolation, teasing and surveillance issues, described challenging social instances and how those instances were influenced by body size and disability status. Conclusions : Using an IPA approach, three themes emerged that exposed central experiences that were informed by the participants' identities as individuals with visual impairments and being overweight or obese. Through the lens of intersectionality, these themes contribute to our understanding of how these identities interacted to contribute to disadvantaging experiences in PE.

Purpose : Given criticism of P-12 physical education and wide variability in instructional quality and subject matter outcomes in the United States (US), a national curriculum has been debated by some scholars as a mechanism for improving the status of the subject matter. Grounded in the systemic reform (SR) model, the purpose of this study was to explore physical education teacher education (PETE) leaders' perceptions regarding the implementation of a national curriculum. Method : In total, 28 individuals participated in in-depth interviews that were inductively/deductively coded and triangulated. Results : Themes indicated that nationalizing the curriculum has the potential to offer explicit educational goals, substantial pedagogical guidelines, and valid assessments. Despite recognizing the potential benefits of national curriculum, however, the majority of participants were opposed because of the inflexibility of such a system in the culturally and geographically diverse school contexts across the US. Conclusions : The concept of national curriculum can be differently interpreted in different countries based on sociocultural, historical, and contextual factors, and its relevance depends primarily on one's perceptions and previous experiences.

Purpose: Our primary aim was to determine physical educators' current level of understanding of concussion symptoms and response guidelines., Method: Participants included 404 in-service physical educators (137 male, 266 female, 1 other) recruited through 3 SHAPE America - Society of Health and Physical Educators communication outlets. Participants were asked to complete an online survey. The survey included 8 questions related to previous concussion training, 6 items to measure awareness of concussion policies, 20 items related to concussion symptoms, and 14 items for concussion knowledge. Analyses included descriptive statistics and 2 × 2 (Coaching × Concussion) factorial analyses of variance to examine differences in study variables by coaching status and participants' personal concussion experiences., Results: Participants reported they did not have any formal role or responsibility related to concussion management, and more than half reported their districts did not require concussion training. Nevertheless, many physical educators were receiving training (n = 291, 72%). Participants who also coached were more aware of concussion policies and systems than were their counterparts, but there were no differences related to concussion facts., Conclusion: School districts are generally not requiring concussion management training for physical education teachers or giving them specific responsibilities in the management process, yet many physical educators are getting trained. This training often occurs online and may be required for secondary responsibilities such as coaching. Participants reported being aware of concussion policies and procedures but were less likely to agree that this awareness has resulted in changes in how they teach physical education. Participants also knew more about concussion facts than about the legitimacy of symptoms.

Purpose: The purpose of this study was to use an explicitly intersectional approach to examine the embodied experiences of individuals identifying as female and as having a visual impairment in school-based physical education., Method: An interpretative phenomenological analysis (IPA) research approach was used, and 8 adult women (ages 21-30 years) with visual impairments acted as participants for this study. The primary sources of data were semistructured audiotaped telephone interviews and reflected field notes. Data were analyzed thematically using a 3-step analytical process inspired by IPA., Results: Based on the data analysis, 3 interrelated themes were constructed from the participant transcripts. The first theme, "Girls don't like gym anyway": limited participation from the female perspective, described the participants' experiences with limited participation and the influence of gender and visual impairment on these limitations. The second theme, "She can't do what other kids can do": teachers' expectations and unable bodies, described how the participants' unable or flawed bodies influenced their teachers' expectations of their abilities in physical education. The final theme, "It was really awkward": feelings about negative peer interactions, demonstrated participants' embodied perspectives toward bullying and other negative peer interactions., Conclusions: Utilizing an IPA approach, the researchers constructed 3 themes that exposed central experiences and reflections that were informed by the participants' identified gender and disability. Through the lens of intersectionality, these themes contribute to our understanding of how multiple identities (femaleness, visual impairment) contributed to disadvantages in physical education contexts.

SHAPE America - Society of Health and Physical Educators has targeted youth physical activity (PA) as 1 of its 4 goals within the 50 Million Strong TM campaign. Only 27.1% of youth met the target of all students (preK-12) participating in at least 60 min of PA that increases their heart rate enough to breathe hard at least some of the time for 7 days/week. Thus, improvements for child and adolescent engagement in PA need to be made now through 2029 and beyond. The need for these improvements warrants research related to PA and youth. We present a plethora of research questions within 3 general areas: PA and school PA programs, PA and sedentary behavior measurement, and PA and social justice imperatives. Each question is framed within the social-ecological framework levels of learning, opportunity, policy, and population health.

Purpose: The purposes of this article are to: (a) describe the rationale and development of the Youth Compendium of Physical Activities (Youth Compendium); and (b) discuss the utility of the Youth Compendium for audiences in research, education, community, health care, public health, and the private sector., Methods: The Youth Compendium provides a list of 196 physical activities (PA) categorized by activity types, specific activities, and metabolic costs (youth metabolic equivalents of task [MET y ]) as measured by indirect calorimetry. The utility of the Youth Compendium was assessed by describing ways in which it can be used by a variety of audiences., Results: Researchers can use MET y values to estimate PA levels and determine changes in PA in intervention studies. Educators can ask students to complete PA records to determine time spent in physical activities and to identify health-enhancing activities for classroom PA breaks. Community leaders, parents, and health care professionals can identify activity types that promote healthful behaviors. Public health agencies can use the MET y values for surveillance and as a resource to inform progress toward meeting national physical activity guidelines. Applications for the private sector include the use of MET y in PA trackers and other applications., Conclusion: The National Collaborative on Childhood Obesity Research Web site presents the Youth Compendium and related materials to facilitate measurement of the energy cost of nearly 200 physical activities in children and youth. The Youth Compendium provides a way to standardize energy costs in children and youth and has application for a wide variety of audiences.