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Purpose: This introductory article provides the context and rationale for conducting systematic literature reviews on each of the essential components of physical education, including policy and environment, curriculum, appropriate instruction, and student assessment. Methods: Four research teams from Doctoral Physical Education Teacher Education programs (D-PETE) conducted these systematic reviews using the PRISMA guidelines process. Results: This article explains the role of the national framework for increasing physical education and physical activity (i.e., Comprehensive School Physical Activity Program) in supporting the essential components of physical education. It also highlights the expectations for physical education and provides a brief history of these components. Lastly, this article highlights each of the articles presented in the special feature. Conclusion: Understanding the implementation of these components may be important for improving the physical education experience for all students and creating a foundation for lifelong physical activity and health. [ABSTRACT FROM AUTHOR]

Purpose: To compare children's energy expenditure (EE) levels during object projection skill performance (OPSP; e.g., kicking, throwing, striking) as assessed by hip- and wrist-worn accelerometers. Method: Forty-two children (female n = 20, Mage = 8.1 ± 0.8 years) performed three, nine-minute sessions of kicking, over-arm throwing, and striking at performance intervals of 6, 12, and 30 seconds. EE was estimated using indirect calorimetry (COSMED k4b2) and accelerometers (ActiGraph GT3X+) worn on three different locations (hip, dominant-wrist, and non-dominant-wrist) using four commonly used cut-points. Bland-Altman plots were used to analyze the agreement in EE estimations between accelerometry and indirect calorimetry (METS). Chi-square goodness of fit tests were used to examine the agreement between accelerometry and indirect calorimetry. Results: Hip- and wrist-worn accelerometers underestimated EE, compared to indirect calorimetry, during all performance conditions. Skill practice at a rate of two trials per minute resulted in the equivalent of moderate PA and five trials per minute resulted in vigorous PA (as measured by indirect calorimetry), yet was only categorized as light and/or moderate activity by all measured forms of accelerometry. Conclusion: This is one of the first studies to evaluate the ability of hip- and wrist-worn accelerometers to predict PA intensity levels during OPSP in children. These data may significantly impact PA intervention measurement strategies by revealing the lack of validity in accelerometers to accurately predict PA levels during OPSP in children. [ABSTRACT FROM AUTHOR]

Since the early 1990s, notions about the purpose of physical education (PE) in the United States have increasingly aligned with a public health agenda driven by concerns that youth accrue too little physical activity (PA). In tandem with the shifting tides of thought about PE's purpose, authors have proposed numerous public health-aligned recommendations for physical educators in schools and teacher education. These ideologies and recommendations can be conceptually organized using the comprehensive school physical activity program (CSPAP) model, which includes five components: (1) physical education, (2) PA during school, (3) PA before and after school, (4) staff involvement, and (5) family and community engagement. This article discusses the expanded professional roles of the PE teacher within each CSPAP component, identifies specific strategies for performing these roles, and suggests learning tasks that physical education teacher education faculty can incorporate into their programs to help teacher candidates adopt each strategy. [ABSTRACT FROM AUTHOR]