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Copyright of Facta Universitatis: Series Physical Education & Sport is the property of Facta Universitatis, Series Physical Education & Sport and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Background: Direct observation protocols may introduce variability in physical activity estimates. Methods: Thirty-five physical education lessons were video recorded and coded using the System for Observing Fitness Instruction Time (SOFIT). A multistep process examined variability in moderate to vigorous physical activity (MVPA%; walking + vigorous/total scans). Initially, per-SOFIT protocol MVPA% (MVPA%SOFIT) estimates were produced for each lesson. Second, true MVPA% (mean MVPA% of all students using all observations, MVPA%true) estimates were calculated. Third, MVPA% (MVPA%perm) was calculated based on all permutations of students and observation order. Fourth, physical education lessons were divided into 2 groups with 5 lessons from each group randomly selected 10,000 times. Group MVPA%perm differences between the 10 selected lessons were compared with the MVPA%true difference between group 1 and group 2. Results: Across all lessons, 10,212,600 permutations were possible (average 291,789 combinations per lesson; range = 73,440–570,024). Across lessons, the average absolute difference between MVPA%true and MVPA%SOFIT estimates was ±4.8% (range = 0.1%–17.5%). Permutations, based on students selected and observation order, indicated that the mean range of MVPA%perm estimates was 41.6% within a lesson (range = 29.8%–55.9%). Differences in MVPA% estimates between the randomly selected groups of lessons varied by 32.0%. Conclusion: MVPA% estimates from focal child observation should be interpreted with caution. [ABSTRACT FROM AUTHOR]

Background: We present results of the 2016 Healthy Active Kids South Africa (HAKSA) Report Card on the current status of physical activity (PA) and nutrition in South African youth. The context in which we interpret the findings is that participation in PA is a fundamental human right, along with the right to "attainment of the highest standard of health." Methods: The HAKSA 2016 Writing Group was comprised of 33 authorities in physical education, exercise science, nutrition, public health, and journalism. The search strategy was based on peer-reviewed manuscripts, dissertations, and 'gray' literature. The core PA indicators are Overall Physical Activity Level; Organized Sport Participation; Active and Outdoor Play; Active Transportation; Sedentary Behaviors; Family and Peer Influences; School; Community and the Built Environment; and National Government Policy, Strategies, and Investment. In addition, we reported on Physical Fitness and Motor Proficiency separately. We also reported on nutrition indicators including Overweight and Under-nutrition along with certain key behaviors such as Fruit and Vegetable Intake, and policies and programs including School Nutrition Programs and Tuck Shops. Data were extracted and grades assigned after consensus was reached. Grades were assigned to each indicator ranging from an A, succeeding with a large majority of children and youth (81% to 100%); B, succeeding with well over half of children and youth (61% to 80%); C, succeeding with about half of children and youth (41% to 60%); D, succeeding with less than half but some children and youth (21% to 40%); and F, succeeding with very few children and youth (0% to 20%); INC is inconclusive. Results: Overall PA levels received a C grade, as we are succeeding with more than 50% of children meeting recommendations. Organized Sports Participation also received a C, and Government Policies remain promising, receiving a B. Screen time and sedentary behavior were a major concern. Under- and over-weight were highlighted and, as overweight is on the rise, received a D grade. Conclusion: In particular, issues of food security, obesogenic environments, and access to activity-supportive environments should guide social mobilization downstream and policy upstream. There is an urgent need for practice-based evidence based on evaluation of existing, scaled up interventions. [ABSTRACT FROM AUTHOR]

Background: Poland's 2016 Report Card on Physical Activity for Children and Youth is the first assessment of child and youth physical activity (PA) in Poland using the Active Healthy Kids Global Alliance grading system. The main goal was to summarize and describe the current state of child and youth PA to increase awareness and surveillance. Methods: The systematic methodology that underpins the Active Healthy Kids Canada Report Card was adapted and applied to the Polish report card. The best available data were consolidated, reviewed by a group of experts, and used to assign the letter grades to 9 core PA indicators on a scale ranging from A (highest) to F (lowest). Results: The 9 indicators were graded as such: 1) Overall Physical Activity (D), 2) Organized Sport Participation (C), 3) Active Play (INC), 4) Active Transportation (C), 5) Sedentary Behaviors (D), 6) Family and Peers (C), 7) School (B), 8) Community and the Built Environment (C), and 9) Government Strategies and Investments (C). Conclusions: The final grades show a strong role of school in providing PA for children and youth in Poland. However, promotion of school-based sport participation appears to be insufficient by itself to sustainably promote PA in this group. [ABSTRACT FROM AUTHOR]

Background: Physical activity (PA) is a key performance indicator for policy documents in both the Republic of Ireland and Northern Ireland. Building on baseline grades set in 2014, Ireland's second Report Card on Physical Activity for Children and Youth allows for continued surveillance of indicators related to PA in children and youth. Methods: Data and information were extracted and collated for 10 indicators and graded using an international standardized grading system. Results: Overall, 7 grades stayed the same, 2 increased, and 1 decreased. Grades were assigned as follows: Overall PA, D (an increase); Sedentary Behavior (TV), C-; Physical Education, D-; Active Play, Incomplete/Inconclusive (INC); Active Transportation, D; School, D (a decrease); Home (Family), INC; Community and the Built Environment, B+ (an increase); and Government, INC. Unlike 2014's report card, different grades for the Republic (C-) and Northern Ireland (C+) were assigned for Organized Sport Participation. Conclusions: Although the grade for Overall PA levels increased to a D, this may reflect the increased quality and quantity of data available. The double burden of low PA and high sedentary levels are concerning and underscore the need for advocacy toward, and surveillance of, progress in achieving targets set by the new National Physical Activity Plan in the Republic and obesity and sport plans in the North. [ABSTRACT FROM AUTHOR]

The Tactical Games Model (TGM) prefaces the cognitive components of physical education (PE), which has implications for physical activity (PA) accumulation. PA recommendations suggest students reach 50% moderate-vigorous physical activity (MVPA). However, this criterion does not indicate the contribution from vigorous physical activity (VPA). Consequently, this study investigated: a) the effects of TGM delivery on MVPA/VPA and, b) gender/school level differences. Participants were 78 seventh and 96 fourth/fifth grade coeducational PE students from two different schools. Two teachers taught 24 (middle) and 30 (elementary) level one TGM basketball lessons. Students wore Actigraph GT3x triaxial accelerometers. Data were analyzed using four one-way ANOVAs. Middle school boys had significantly higher MVPA/VPA (34.04/22.37%) than girls (25.14/15.47%). Elementary school boys had significantly higher MVPA/VPA (29.73/18.33%) than girls (23.03/14.33%). While TGM lessons provide a context where students can accumulate VPA consistent with national PA recommendations, teachers need to modify lesson activities to enable equitable PA participation. [ABSTRACT FROM AUTHOR]

Background: A large proportion of children do not reach the recommended levels of physical activity for health. A quasiexperimental study with nonrandom assignment was performed to evaluate the effectiveness and feasibility of a school-based physical education intervention aimed at increasing the levels of moderate-to-vigorous physical activity (MVPA). Methods: Ten classes from 4 primary schools, including 241 children aged 8 to 10 years, were recruited. The experimental group (n = 97) received 4 additional sessions/week of 60 minutes of MVPA for 8 months. The control group (n = 135) continued their standard program (2 sessions of 50 minutes/week). Motor abilities (standing long jump, handgrip strength, Harre circuit, sit and reach), physical fitness (Yo-Yo Intermittent Recovery Level-1), anthropometric measures (body mass index, waist to height ratio), and sell-efficacy (Perceived Physical Ability Scale for Children) were evaluated at baseline and after the intervention. Results: The experimental group significantly improved in the Harre circuit both in males (P < .001) and females (P < .01), whereas physical fitness test improved only in males (P < .001). Males in the experimental group improved the perception of self-efficacy in coordinative abilities (P = .017). Conclusions: The proposed school-based MVPA program showed effectiveness and feasibility. The differences observed by gender highlight the need to use different strategies to increase the involvement of all the participants. [ABSTRACT FROM AUTHOR]

Background: The purpose of this study was to examine the effect of a Comprehensive School Physical Activity Program (CSPAP) on physical activity and health-related fitness (HRF) in children from low-income families. Methods: Participants included 1390 children recruited from kindergarten through sixth grade (mean age = 8.4 ±1.8 years). Physical activity measures were collected at baseline and at 6 weeks and 12 weeks after program implementation, and HRF measures were collected at baseline and at 12 weeks after program implementation. Results: There were significant but weak-to-moderate increases in step counts (mean difference = 603.1 steps, P < .001, d = 0.39) and moderate-to-vigorous physical activity (mean difference = 4.9 minutes, P < .001, d = 0.39) at 12 weeks compared with baseline. There were also significant but moderate increases in Progressive Aerobic Cardiovascular Endurance Run laps (mean difference = 6.5 laps, P < .001, d = 0.47) at 12 weeks compared with baseline. Generalized mixed models respectively yielded 3.02 and 2.34 greater odds that a child would achieve step count and moderate-to-vigorous physical activity standards and 2.26 greater odds that a child would achieve aerobic fitness standards at 12 weeks compared with baseline (P < .001). Conclusions: The 12-week CSPAP improved physical activity and HRF in children from low-income families; however, the magnitude of the effects was weak to moderate. [ABSTRACT FROM AUTHOR]

Background: Comprehensive School Physical Activity Programming (CSPAP) has the potential to increase physical activity (PA) in children over time. The purpose of this study was to examine the effect of CSPAP on school day step counts in children. Methods: Participants were 327 fourth and fifth grade children recruited from 4 elementary schools. The study was conducted within an Interrupted Time-Series Design framework. School day step counts were collected for 5 days across preintervention and postintervention time-points (10 days total) using NL-1000 piezoelectric pedometers. Robust piecewise regression examined pre- and postintervention intercepts and slopes, and the change in these parameters using postestimation statistics. Results: The slope coefficient was statistically significant across preintervention (β = -105.23, P < .001) but not postintervention time-points (β = -63.23, P = .347), suggesting decreases in steps counts across preintervention and stability of step counts across postintervention school days. Postestimation statistics yielded increases in school day step counts from the end of preintervention (day 5) to the start of postintervention (day 6; f(319) = -4.72, P c . 001, Cohen's d = 4.72). Conclusions: The CSPAP intervention increased average school day step counts and attenuated decreases in step counts throughout the school week in children. [ABSTRACT FROM AUTHOR]

The current study presents the development process and initial validation of a measure designed for assessing psychological needs thwarting (frustration) in a secondary school physical education context (Psychological Needs Thwarting Scale in Physical Education, PNTSPE). Secondary school students (grades 7-9) from Hong Kong (N = 1258) were invited to participate in three studies. In Study 1, item generation and initial content validity of the PNTSPE were achieved. In Study 2, the factorial structure of the measure was tested using exploratory and confirmatory factor analysis. Internal consistency reliabilities of the subscales were also examined. In Study 3, the reliability and validity of the scores derived from the PNTSPE were further examined in an independent sample. Overall, the findings from the three studies provided initial psychometric evidence for the PNTSPE and suggested that the PNTSPE could be used as a valid and reliable measure to assess Hong Kong secondary school students' psychological needs thwarting in physical education. [ABSTRACT FROM AUTHOR]

Despite its recommended use, physical activity promotion in the academic classroom (PAPAC) has received little attention in terms of the factors that help to facilitate it. In this study, a social learning perspective was adopted to examine the role of physical activity biographies in generalist classroom teachers' (CTs) PAPAC. CTs (N = 213) were assessed on their satisfaction with personal K-12 physical education (PE) experiences, perceived physical activity competence, self-reported physical activity, perceived PAPAC competence, and self-reported PAPAC. Structural equation modeling supported the hypothesized relationships between variables. Specifically, PE satisfaction predicted physical activity competence, which in turn predicted physical activity. Subsequently, physical activity predicted PAPAC competence, which predicted PAPAC. The specified model explained 41% of the variance in PAPAC, with PAPAC competence being the largest contributor. This study provides useful information for designing interventions to increase PAPAC, as it stresses the need to identify strategies that improve CTs' physical activity-related, and PAPAC-related self-perceptions. [ABSTRACT FROM AUTHOR]

This study examined the attitudes of upper elementary school students toward physical education. Fourth and fifth grade students (N = 1344) from 13 school districts, 17 schools, and five states completed an attitude instrument with scores that had been previously validated for a two factor model (affect and cognition) and a four factor model (affect and cognition with the subfactors of teacher and curriculum). For the four factor model, there was a difference between grades for both affect-curriculum and affect-teacher (F(1, 1340) = 6.25, p < .01, ηp2 = .005). Similarly, for the two factor model the affect variable was different between grades, indication that as students age their affect toward physical education decreases (F(1, 1341)= 48.65, p < .001, ηp2 = .035). This study suggests that upper elementary school students have an overall favorable attitude toward physical education, impacted by how they think and feel about the curriculum and teacher. [ABSTRACT FROM AUTHOR]

The effect of an acute bout of physical activity on academic performance in school-based settings is under researched. The purpose of this study was to examine associations between a single, vigorous (70–85%) bout of physical activity completed during physical education on standardized mathematics test performance among 72, eighth grade students at a school in the Southwestern United States. Students received both a physical activity and nonactive condition, in a repeated measures design. Academic performance measures were collected at 30 and 45-minutes post condition. It was hypothesized that students would have greater gains in mathematics test scores post physical activity condition compared with post nonactive condition. Results reported students achieved 11–22% higher math scores at 30 minutes post physical activity condition compared with other time points (45 minutes post PA, 30 and 45 minutes post sedentary) (F(1, 68) = 14.42, p < .001, d = .90). Findings suggest that physical activity may facilitate academic performance in math. [ABSTRACT FROM AUTHOR]

Students' prior knowledge has been identified to play an important role in the learning process through conceptual change. In physical education, positive changes in students' lifestyles may come from changes in their conceptual understanding. In this study 45 third grade students (mean age = 8.54 years) were interviewed during their regular physical education class to examine their mental models and naïve theories of blood circulation related to exercise. Results revealed one initial mental model (when you exercise, your blood goes everywhere in your body) and three synthetic mental models. These mental models were generated under the constraint of a naïve framework theory. Results are discussed in relation to: (a) the nature of gradual growth of students' mental models through enrichment, (b) children's prior experience of the physical world and their subsequent explanations of physiological changes related to exercise, and (c) physical education as a domain-specific knowledge. [ABSTRACT FROM AUTHOR]

Background: There is current concern for the health and well-being of children and youth in South Africa, including habits of physical activity (PA) and sedentary behavior. The 2014 Healthy Active Kids South Africa Report Card evaluates the current activity status of children and youth. Methods: The Research Working Group was comprised of 23 experts in physical education, nutrition, sport science, public health and journalism. The search was based on a systematic review of peer-reviewed literature (previous 5 years), dissertations, and nonpeer-reviewed reports ('gray' literature) dealing with the PA and nutritional status of South African children and youth 6-18 years of age. Key indicators were identified and data extracted. Grades for each indicator were discussed and assigned. Results: Overall PA levels received a D grade, as roughly 50% or more of children and youth were not meeting recommended levels. Organized sports participation fared better with a C, and government policies were promising, receiving a B. Screen time and sedentary behavior were a major concern and received a grade of F. Under- and over-weight were highlighted, but overweight is on the rise and this indicator was assigned a D grade. Most of the other indicators in South Africa remained the same or became worse so that grades declined from C- to D. In particular, sedentary behavior, soft-drink and fast food consumption, and an ineffectual regulatory environment to control advertising to children were a concern. There is need to engage parents and communities for advocacy and social mobilization. [ABSTRACT FROM AUTHOR]

Background: Physical activity (PA) levels are a key performance indicator for policy documents in Ireland. The first Ireland Report Card on Physical Activity in Children and Youth aims to set a robust baseline for future surveillance of indicators related to PA in children and youth. Methods: Data collected between 2003-2010 on more than 35,000 7- to 18-year-old children and youth were used and graded using a standardized grading system for 10 indicators. Results: Grades assigned for the indicators were as follows: overall physical activity levels, D-; sedentary behavior (TV viewing), C-; organized sport participation, C-: physical education, D-; active play, inconclusive (INC); active transportation, D; school, C-, community and the built environment, B; family, INC; and government, INC. Conclusions: PA recommendations exist in Ireland but this Report Card has shown that participation is still low. A number of promising policies, programs and services are in place but these require thorough evaluation and adequate resourcing. Agreement and implementation of a common framework for the systematic surveillance of indictors related to PA of children and youth is necessary to monitor change over time and ensure the impact of promising work is captured. [ABSTRACT FROM AUTHOR]

Background: The objective of this study was to develop a multidomain model to identify key characteristics of the primary school environment associated with children's physical activity (PA) during class-time. Methods: Accelerometers were used to calculate time spent in moderate-to-vigorous physical activity during class-time (CMVPA) of 408 sixth-grade children (mean ± SD age 11.1 ± 0.43 years) attending 27 metropolitan primary schools in Perth Western Australia. Child and staff self-report instruments and a school physical environment scan administered by the research team were used to collect data about children and the class and school environments. Hierarchical modeling identified key variables associated with CMVPA. Results: The final multilevel model explained 49% of CMVPA. A physically active physical education (PE) coordinator, fitness sessions incorporated into PE sessions and either a trained PE specialist, classroom teacher or nobody coordinating PE in the school, rather than the deputy principal, were associated with higher CMVPA. The amount of grassed area per student and sporting apparatus on grass were also associated with higher CMVPA. Conclusion: These results highlight the relevance of the school's sociocultural, policy and physical environments in supporting class-based PA. Interventions testing optimization of the school physical, sociocultural and policy environments to support physical activity are warranted. [ABSTRACT FROM AUTHOR]

Background: Physical activity (PA) levels in schools vary widely, and there is interest in studying how student PA accrual relates to school policy and environmental conditions. School PA policy research, however, is in its infancy and generalizable measurement tools do not exist. We developed and assessed reliability of items on the School Physical Activity Policy Assessment (S-PAPA), an instrument designed to assess school PA policy related to physical education (PE), recess, and other opportunities. Methods: To develop items, we perused associated literature, examined existing instruments, and consulted school policy makers. For test-retest reliability assessment, 31 elementary school PE teachers completed the survey twice, 14 days apart. Results: S-PAPA uses open-ended, dichotomous, multichotomous, and checklist formatting and has 3 modules: 1) Physical Education (47 items), 2) Recess (27 items), and 3) Other Before, During, and After School Programs (15 items). Responses to more than 95% of items were highly related between Times 1 and 2. Generally, physical education and recess items had fair to substantial levels of agreement, and items about other school PA programs had fair to perfect agreement. Conclusions: Test-retest results suggest S-PAPA items are reliable and useful in assessing PA policies in elementary schools. [ABSTRACT FROM AUTHOR]

Object: Increased importance on academic achievement has resulted in many school districts focusing on improved academic performance leading to reductions in physical education time. The purpose was to examine the effects of 45 minutes of daily physical education on the cognitive ability, fitness performance and body composition of African American elementary and middle school youth. Methods: Participants completing the informed consent in grades 2nd to 8th were included in the study. A pre/posttest design was used with repeated measures analysis of variance. Experimental and control school participants were pretested on the cognitive measures (ie, Fluid Intelligence and Perceptual Speed) and FitnessgramR physical fitness test items (eg, aerobic capacity, muscular strength and muscular endurance, body composition) in September 2009 and posttested in May 2010. Results: Experimental elementary and middle school participants observed significantly greater improvements compared with control elementary and middle school participants on 7 of 16 fitness and body composition measures and on 8 of 26 cognitive measures. These fitness, body composition, and cognitive improvement differences were more noticeable among elementary and middle school females. Conclusions: Providing 45 minutes of daily physical education can perhaps increase cognitive ability while increasing fitness and decreasing the prevalence of overweight and obese youth. [ABSTRACT FROM AUTHOR]

Background: Embracing a physically active lifestyle is especially important for American Indian (AI) children who are at a greater risk for hypokinetic diseases, particularly Type 2 diabetes. The purpose of this study was to describe AI children's pedometer-determined physical activity (PA) segmented into prominent daily activity patterns. Methods: Participants included 5th- and 6th-grade children (N = 77) attending school from 1 Southwestern US AI community. Children wore a pedometer (Yamax Digiwalker SW-200) for 7 consecutive days. Results: Boys accumulated 12,621 (±5385) steps/weekday and girls accumulated 11,640 (±3695) steps/weekday of which 38% (4,779 ± 1271) and 35% (4,027 ± 1285) were accumulated at school for boys and girls, respectively. Physical education (PE) provided the single largest source of PA during school for both boys (25% or 3117 steps/day) and girls (23% or 2638 steps/day). Lunchtime recess provided 1612 (13%) and 1241 (11%) steps/day for boys and girls, respectively. Children were significantly less active on weekend days, accumulating 8066 ± 1959 (boys) and 6676 ± 1884 (girls). Conclusions: Although children accumulate a majority of their steps outside of school, this study highlights the important contribution of PE to the overall PA accumulation of children living in AI communities. Further, PA programming during the weekend appears to be important for this population. [ABSTRACT FROM AUTHOR]

The aim of this study is to systematically review the empirical evidence about the sociocultural processes of ability in Physical Education (PE) and PE Teacher Education (PETE) between 2004 and 2019. Content analysis of 17 included articles demonstrated that all the studies took place in PE, but none were conducted in PETE. Qualitative methodologies were common, underpinned by a variety of theoretical approaches, such as those focused on social structures, discourses, power relations and pedagogical approaches that (re)produce social constructions of ability. Our analysis resulted in four main themes: structuring elements of the field, the able student in PE, (mis)educational consequences and practical implications. In considering findings from this study, three reflections are presented: (a) there is a clear gap in PETE literature about the sociocultural process of ability in PE; (b) understanding ability as movement literacy could be useful in PE; and (c) future research exploring how ability is socially constructed by different groups of people is needed. PETE programmes should incorporate pedagogical practices in their curriculums directed to challenge students' views about ability, enabling them at the same time to provide more habitable learning environments in their future practice. [ABSTRACT FROM AUTHOR]

The assessment of tactics is a subject of great interest in physical education and sport pedagogy. However, the lack of knowledge of the topic and the variety of assessment instruments make the assessment of tactics difficult. This study aimed to describe assessment in relation to tactical learning outcomes through an analysis of assessment instruments, based on variables that must be considered when using an instrument: (a) criteria definitions; (b) tactical levels; (c) indexes; (d) units of observation; (e) player/learner roles; and (f) institutional contexts. Hence, the following instruments were found: Game Performance Assessment Instrument, spatial location instruments, game performance evaluation tool, team sport assessment procedure, and system of tactical assessment in Soccer. Building on the review's purpose, the following issues were found. First, some studies reviewed used non-validated criteria. Second, not all studies considered the three tactical levels (match level, partial forefront level and primary level). Third, the majority of the studies used indexes that masked the results. Fourth, the individual unit of observation was widely used to assess global tactical learning outcomes. Fifth, many instruments were used in contexts for which they were not validated. According to these limitations, general recommendations are proposed. First, researchers should use validated instruments as long as the characteristics of the instruments are aligned with the nature of the study. Second, it is recommended when validating an instrument to consider the following general guidelines: (a) only use validated criteria descriptions; (b) include all three tactical levels; (c) do not use indexes; (d) use the team as the unit of observation; (e) assess both defender and attacker roles; (f) develop the instrument in the same institutional context as the study context; (g) include context variables if applicable. [ABSTRACT FROM AUTHOR]

This paper focuses on how physical education (PE) teachers interpreted and implemented a new, minimalist and traditionalist National Curriculum for Physical Education (NCPE) in England. Utilising a single-method, cross-sectional design, 43 teachers participated in semi-structured interviews which explored their approach to teaching the new curriculum. Constant Comparative method was used to develop significant themes through the data analysis process. The findings demonstrated that the minimalist nature of the curriculum document provided teachers with limited guidance for teaching and assessment, but was seen as liberating by some. The removal of specific assessment guidance offered curricular freedom, but opportunities for implementing innovative assessment approaches were not seized. The competitive curricular messages were noted, but teachers did not perceive a need for action because of these. The paper concludes that it is unlikely that the latest curriculum reform will have much impact on the current teaching of PE in England, with curricular stasis and divergence of practice being the most likely medium-term consequences. [ABSTRACT FROM AUTHOR]

Teachers who demonstrate a high degree of empathy are said to have more positive attitudes towards pupils with disabilities. Therefore, this article sought to explore the influence of a special school placement on prospective teachers' self-perceptions of empathy. Thirty-two final year undergraduate students participated in focus group interviews and were selected because they aspired to be a physical education teacher and had attended a placement in a special school. Interview transcripts were analysed and the following themes constructed: Stepping into the shoes of the Other ; Frustrated 'for' not 'with' pupils with disabilities ; Empathy for planning inclusive lessons and 'reading' pupil body language ; and Knowing when not to show empathy. All prospective teachers felt that: (a) they could empathise with pupils with disabilities; (b) situated learning experiences within the placement enabled them to reflect on the ways in which their empathy influences their teaching now and could continue to do so in the future; and (c) it was important that teachers demonstrated empathy. Thus, it is recommended that all prospective teachers gain some experience teaching in special schools. Our research also warns against teachers claiming the last, conclusive word about who children with disabilities are, what they think, how they feel and what they want, in myriad contexts and situations. [ABSTRACT FROM AUTHOR]

This study examined proficiency levels in fundamental motor skills (FMS) in children within Key Stage 1 and 2 of the English school system. Four hundred and ninety-two children aged 6–9 Years old (245 boys, 247 girls) from school Years Two (n = 130), Three (n = 154) and Four (n = 208) participated in this study. FMS for the run, jump, throw and catch were assessed using the Test of Gross Motor Development – 2. The proportion of children who achieved mastery or near mastery of the skills was determined. For the whole sample, 18.5% (n = 91) did not achieve mastery in any of the four skills. A similar proportion (18.7%, n = 92) achieved mastery in all four of the FMS examined in this study. The proportion of children achieving mastery of all four skills was lower for Year Two children (0%) compared to children in years Three (24%) and Four (25%). More boys (25.7%) achieved mastery in all four of the FMS compared to girls (11.7%). Individual behavioural components in skill performance were also examined. The results of the present study highlight that less than one-fifth of children aged 6–9 years old have mastered the four key FMS identified by the physical education (PE) curriculum despite having the developmental potential to become fundamentally competent by six years of age. Fostering positive trajectories of FMS development presents a challenge for PE specialists given the association between FMS mastery in childhood and physical activity, weight status and health. [ABSTRACT FROM AUTHOR]

Purpose: Fitness education is essential for children's health, but determining the effectiveness of instruction related to health-related fitness is difficult. The present study developed and confirmed the validity of a 20-item scale, adapted from the School Health Index (Centers for Diseases Control and Prevention [CDC], 2014), to evaluate the success of fitness education portion of the Presidential Youth Fitness Program (PYFP) across a sample of 785 teachers. Method: The initial subset (n = 373) represented 353 schools and was used for conducting an exploratory factor analysis. The second subset (n = 412) representing 404 schools, was used to conduct the confirmatory factor analysis. Teachers self-assessed their perceived degree of implementation of fitness education (full, partial, under development, not in place) within their school (i.e., teachers helped students set fitness goals). Results: An initial exploratory factor analysis revealed that the Fitness Education Index questions clustered into six factors. A subsequent confirmatory factor analysis conducted using Mplus concluded the six-factor solution was a good fit (CFI = 0.90, TLI = 0.88, RMSEA = 0.08, SRMR = 0.06). Conclusion: This scale is a valid measure of a school's readiness to initiate and track progress toward the full implementation of fitness education. [ABSTRACT FROM AUTHOR]

Aim: The level of performance achieved at the current stage, both internationally and internally, is very high and can only be achieved by players whose performance capability is particularly high and steadily increasing. The field of game technology has expanded a lot. Increasing the spectacularity of this game, coupled with its spread across the continents, has had repercussions on the organization of handball at junior level. New methods have emerged, which performance players perform with high craftsmanship, doubled by special physical qualities. Methodology: the experiment took place between September 2016-Juin 2017, in the city of Suceava, with 3 players specialized on the wing position from the under 18 team Suceava Sports High School. During this period the team maintained its regular training program, the wings following our proposed program to analyze its effect on improving the tracking parameters. We estimate that using efficient means of action and adapting them to the post of the wing player will increase the performance of the game and individual value to handball players specializing in the wing. Results: the mean results recorded at the technical level, show good differences between initial test (IT) and final test (FT): - dribling among the rounds: IT= 6,21±0,009 sec., and FT= 5,80±0,02 sec.; - passing in two out of the way: IT= 5,16±0,005 sec., and FT= 4,80±0,01 sec.; - triangle shift, gate throw: IT= 12,48±0,01 and FT= 12,0±0,01, show a breakthrough in all the sustained samples and the statistical analysis demonstrates a homogeneity of the research group. Given the importance of the "wing" role in organizing and directing the field play in this paper, I presented the tasks in the post, determined by the action areas and the contribution in the attack phases. Conclusions: we can assert that the hypothesis from which I left is confirmed and the purposes of the work have been achieved. I think the study has achieved its goal by showing: optimization of the training, due to the selected means of action, the fulfillment of the tasks of the wings in the post, resulting from the registration of the actions in the attack, as well as the efficiency in their areas of action, as revealed by the research. [ABSTRACT FROM AUTHOR]

The aims of this study were to investigate levels of fundamental movement skills (FMS) proficiency and their relationship with measures of health-related physical fitness of primary school children prior to their transition to high school in Wales. The results demonstrated that overall levels of FMS proficiency with these children were low with significant differences existing between the genders. In addition, the measures of health-related physical fitness significantly correlated with FMS proficiency in both genders. In summary, these findings suggest that primary school children lack the foundational elements to support their transition to high school physical education. [ABSTRACT FROM AUTHOR]

Background: Evidence supporting the effectiveness of a developmental-focused youth sport (DYS) program designed exclusively for elementary school aged girls is mounting. The purpose of this study was to evaluate the impact of on the Girls on the Run program on psychological and physical assets among 3rd- to 5th-grade girls. Methods: A longitudinal quasi-experimental study was conducted to evaluate intervention effects among 877 participants categorized into 1 of 3 groups (never, newly, and previously exposed). A 64-item self-report survey measured developmental assets at 3 time-points. Nested random effects ANOVA models were used to compare demographic factors and psychological and physical assets between exposure groups and to compare longitudinal differences in these assets. Results: After adjustment for multiple comparisons, previous program participants had significantly higher physical activity commitment (P = .006) and physical activity levels (P = .047) at preintervention than never exposed. From pre- to postintervention body image improved in newly exposed participants (P = .03). Physical activity increased from preintervention to follow-up among never and newly exposed participants (all P < .05). Conclusions: Although we were unable to fully confirm the study hypotheses, the results of the current study provide new evidence to support future long-term studies examining the effectiveness of an innovative DYS program for 3rd- to 5th-grade girls. [ABSTRACT FROM AUTHOR]

Background: The promotion of physical activity among young children has become a universal challenge. Children spend large amounts of time in school, making it an attractive setting in which to promote positive health behaviors. The purpose of this study was to investigate school-based physical activity behavior and its determinants in young Irish children. Methods: Participants self-reported school-based free-play activity, commuting to school behavior, and levels of enjoyment of physical education and physical activity. Results: Data were collected from 605 children, mean age was 8.8 years (±2.2; range 5-14 years), 44% were female. Thirty-nine percent of children actively commuted to school, with 40% of males compared with 34.8% of females walking to school. Boys reported more physically active free-play activity (88.6% at break and 90.9% at lunch time) compared with girls (70.8% and 83.7% respectively). Physical education was a top 3 favorite subject for 78% of children and 50.7% reported they would prefer to take part in more active pastimes directly after school. Conclusions: Strategies for increasing active commuting are required. Boys and girls are more alike than unlike in their behaviors and attitudes. Teachers should capitalize on the fact that children's favorite subject is physical education to promote physical activity. [ABSTRACT FROM AUTHOR]

Background: Most youth are not meeting physical activity guidelines, and schools are a key venue for providing physical activity. School districts can provide physical activity opportunities through the adoption, implementation, monitoring, and evaluation of policies. This paper reports results of a 2009 survey of California school governance leaders on the barriers and opportunities to providing school-based physical activity and strategies to promote adoption of evidence-based policies. Methods: California school board members (n = 339) completed an 83 item online survey about policy options, perceptions, and barriers to improving physical activity in schools. Results: Board members' highest rated barriers to providing physical activity were budget concerns, limited time in a school day, and competing priorities. The key policy opportunities to increase physical activity were improving the quantity and quality of physical education, integrating physical activity throughout the school day, supporting active transportation to/from school, providing access to physical activity facilities during nonschool hours, and integrating physical activity into before/after school programs. Conclusions: Survey findings were used to develop policy resources and trainings for school governance leaders that provide a comprehensive approach to improving physical activity in schools. [ABSTRACT FROM AUTHOR]

Background: Evidence-based physical education (EBPE) programs have increased physical activity (PA) by as much as 18%, yet widespread adoption has not occurred. Understanding school facilitators and barriers to PE should prove useful to EBPE dissemination efforts. Methods: Pairs of principals and PE teachers from 154 schools (75 Adopters and 79 Non-Adopters) from 34 states completed questionnaires. Differences between Adopter and Non-Adopter schools were tested using t tests or Wilcoxon Signed Rank Tests and chi-square analyses. Results: Principals and teachers reported distinct PE curriculum adoption decision making roles, but few viewed themselves as very involved in program evaluation. Teachers in Adopter schools were more satisfied with PE program outcomes and had greater involvement in teacher evaluation and program decision making. Compared with teachers, principals were generally more satisfied with their school's PE program outcomes and did not share the same perceptions of PE barriers. However, principals also demonstrated a general lack of PE program familiarity. Conclusions: To facilitate EBPE adoption, dissemination efforts should target both principals and PE teachers. Increasing principal's knowledge may be instrumental in addressing some teacher perceptions of barriers to PE. Strategic advocacy efforts, including targeting policies that require PE program evaluation, are needed. [ABSTRACT FROM AUTHOR]

Purpose: To examine the impact of integrating physical activity with elementary curricula on fluid intelligence and academic achievement. Methods: A random sample of 3rd grade teachers integrated physical activity into their core curricula approximately 30 minutes a day, 3 days a week from January 2008 to April 2008. Noninvasive fluid intelligence cognitive measures were used along with State-mandated academic achievement tests. Results: Experimental Group children averaged close to 1200 pedometer steps per integration day, thus averaging 3600 steps per week. Children in the Experimental Group performed significantly better on the SPM Fluid Intelligence Test. Children in the Experimental Group also performed significantly better on the Social Studies State mandated academic achievement test. Experimental Group children also received higher scores on the English/Language Arts, Math and Science achievements tests, but were not statistically significant compared with Control Group children. Children classified in Fitnessgram's Healthy Fitness Zone for BMI earned lower scores on many of the SPM Fluid Intelligence components. Discussion: This investigation provides evidence that movement can influence fluid intelligence and should be considered to promote cognitive development of elementary-age children. Equally compelling were the differences in SPM Fluid Intelligence Test scores for children who were distinguished by Fitnessgram's BMI cut points. [ABSTRACT FROM AUTHOR]

Background: This study analyzed the effect of school practices regarding the provision of physical education (PE) on the physical fitness of children and youth. Methods: Using an untapped sample of approximately 5000 5th and 7th graders from 93 schools in Georgia in 2006, individual-level and merged school-level data on physical education were analyzed. Multivariate regression analyses were conducted to estimate the potential influence of the school environment on measured health outcomes. Controls were included for grade, gender, race/ethnicity, urbanicity, and county of residence. Results: Variables measuring 8 school-level practices pertaining to physical education were found to have significant effects on cardiovascular fitness as measured by the FitnessGram, with signs in the expected direction. These variables, combined with demographic variables, explained 29.73% of the variation in the Progressive Aerobic Cardiovascular Endurance Run but only 4.53% of the variation in the body mass index. Conclusions: School-level variables pertaining to PE practices were collectively strong predictors of physical fitness, particularly cardiovascular fitness. Schools that adopt these policies will likely encourage favorable physical activity habits that may last into adulthood. Future research should examine the causal relationships among physical education practices, physical activity, and health outcomes. [ABSTRACT FROM AUTHOR]

Background: This study evaluated the feasibility and preliminary efficacy of a church-based intervention to promote physical activity (PA) in children . Methods: The study was conducted in 4 churches located in 2 large metropolitan areas and 2 regional towns in Kansas. Churches in the intervention condition implemented the "Shining Like Stars" physical activity curriculum module during their regularly scheduled Sunday school classes. Churches in the control condition delivered the same content without integrating physical activity into the lessons. In addition to the curriculum, the intervention churches completed a series of weekly family devotional activities designed to promote parental support for PA and increase PA outside of Sunday school. Results: Children completing the Shining Like Stars curriculum exhibited significantly greater amounts of MVPA than those in the control condition (20 steps/min vs. 7 steps/min). No intervention effects were observed for PA levels outside of Sunday school or parental support for PA; however, relative to controls, children in the intervention churches did exhibit a significant reduction in screen time. Conclusion: The findings confirm that the integration of physical activity into Sunday school is feasible and a potentially effective strategy for promoting PA in young children. [ABSTRACT FROM AUTHOR]

Background: Objective methods can improve accuracy of physical activity measurement in field studies but uncertainties remain about their use. Methods: Children age 11 years from the Avon Longitudinal Study of Parents and Children (ALSPAC), were asked to wear a uni-axial accelerometer (MTI Actigraph) for 7 days. Results: Of 7159 children who attended for assessment, 5595 (78%) provided valid measures. The reliability coefficient for 3 days of recording was .7 and the power to detect a difference of 0.07 SDs (P ≤ .05) was > 90%. Measures tended to be higher on the first day of recording (17 counts/min; 95% CI, 10-24) and if children wore the monitor for fewer days, but these differences were small. The children who provided valid measures of activity were different from those who did not, but the differences were modest. Conclusion: Objective measures of physical activity can be incorporated into large longitudinal studies of children. [ABSTRACT FROM AUTHOR]

Background: Physical activity behavior is an important aspect of overall health, and it is important to understand determinants of physical activity in order for children to accumulate the recommended levels. The ecological-systems theory describes the relationship between individuals and their contexts, suggesting that environment affects physical activity behaviors. Researchers should measure children's access to physical activity to determine environmental influences. At the time of data collection, however, no reliable questionnaires had been created for measuring children's access to physical activity. Methods: Students from grades 4 and 5 completed a physical activity environmental-access questionnaire on 2 occasions, approximately 7 to 10 days apart. Results: The questionnaire appeared appropriate for children age 9 to 12. The lowest reliability was found with items located in the school environment. Conclusions: This questionnaire is a suitable tool for examining children's physical activity supports and inhibitors. [ABSTRACT FROM AUTHOR]

Recently, the lack of physical activity and increasing rates of childhood obesity have received a great deal of attention in the United States. One way to combat inactivity in children is to utilize physical education programs as a means to promote active lifestyles. There is not, however, a consensus concerning how physical education programs can achieve the goal of increasing children's physical activity patterns. The purpose of this review is to examine motivational constructs that can provide a theoretical framework to identify strategies that can be used in physical education classes to promote engagement in physical activity. Self-determination theory is offered as a framework that has the potential to integrate these motivational constructs and provide a more complete understanding of how practitioners can structure learning environments to foster motivation and engagement in activity. Suggestions are made for implementing the research into practice, as well as future research directions. [ABSTRACT FROM AUTHOR]

The study aim was to evaluate the effectiveness of a 2-year health-related physical education intervention in a pretest-posttest design. Sixteen elementary schools (764 pupils, mean age: 11.2 ± 0.7) participated in the study. Schools were randomly assigned to the intervention condition (n = 8) and the control condition (n = 8). Making use of direct observation data gathered according to SOFIT (System for Observing Fitness Instruction Time), the moderate-to-vigorous physical activity engagement during physical education classes was significantly higher in the intervention condition than in the control condition. Children's moderate-to-vigorous physical activity engagement during physical education lessons increased with 14% in the intervention condition (from 42 to 56%). No significant effects were found on the accelerometer data. The health-related physical education intervention was found to be promising in promoting physical activity during physical education classes. [ABSTRACT FROM AUTHOR]

The article discusses appropriate and inappropriate methods of teaching physical education. Several methods that have been deemed unacceptable are putting students on display, using inappropriately sized equipment, using exercise as punishment, and letting students choose teams. Any one of these can lead to situations where students can become embarrassed and develop negative beliefs about physical fitness. Physical education majors should be familiar with the do's and don'ts of teaching fitness in schools. Because of recent changes in technology and pedagogy, many new teachers have a broader access to resources that will help direct their teaching in a positive direction.

This study focused on the physical activities of 228 children over 3 years. Children were divided into control (n = 112) and intervention (n = 116) groups. Parents of intervention-group children received information and concrete suggestions on how, when, and where to encourage their child's physical activity. Children in the intervention group spent more time playing outdoors (p = .041) than did children in the control group, and play in the high-activity category increased with age (p < .001), whereas no change occurred in the control group. Our study showed that children's physical activity could be increased via family-based intervention. [ABSTRACT FROM AUTHOR]

Presents the result of a study regarding the impact of personal-social responsibility model (RM) on underserved or at-risk youth since its inception in the U.S. Discussion on RM relating to research design and methodology; Concern of academic community over the effectiveness of RM; Impact of RM on program participant's improvement; Implications for theory, practice and public policy.

Purpose: This study sought to explore students' experiences of the Fitness Integrated with Technology (F.I.T.) unit and of their perceptions of using technology in physical education.Method: This manuscript is part of a larger mixed-methods study that measured student attitude and physical activity (PA) levels of 221 students in sixth, seventh, and eighth grades. Selected students (N = 13; seven girls) were observed and then interviewed after the unit through semistructured interviews. Students were identified based on their PA levels and attitude scores from a baseline measurement. The unit was designed to deliver fitness-based knowledge and used accelerometers as a tool to measure and teach students about PA.Results: Three themes emerged from the data analysis: (a) technology and problems implementing it, (b) homework in PE, and (c) potential motivational effects of technology. The lack of access to technology at home and the design and utility of the accelerometers were perceived barriers. Additionally, homework was not well received. The accelerometer seemed to have a motivational effect on increasing students' PA levels but wore off during the unit.Conclusions: Results demonstrate that the use of technology for some students was a motivating factor to increase PA, and the use of accelerometers was a welcomed addition for students. Some students, however, raised concerns with the integration of technology such as the bulkiness of the accelerometer, not being able to wear it at sporting events, a novelty effect, and lack of access to technology at home that limited their interaction with their accelerometer data. [ABSTRACT FROM AUTHOR]

Slovenia is a pioneer of surveillance of physical fitness of schoolchildren. For more than 30 years, national system SLOfit monitors and evaluates the annual changes in the physical fitness of children and adolescents aged 6 to 19. The purpose of this article is to present the legacy of the SLOfit and some further perspectives of its development. The SLOfit is national physical fitness monitoring system in which almost the entire Slovenian school population is measured by 8 motor tests and 3 anthropometric measurements every April. Annual measurements allow researchers to constantly monitor the population developmental trends, while teachers use the analysed data to identify children with special developmental needs, to follow the development of every individual child and adjust the teaching process to the needs and capabilities of children. Centralised management and evaluation of data with unique feedback system enables children and parents to compare their development with the development of their peers and identify the needs for improvement. On the national level, the SLOfit data serves as scientific backbone for most of the physical activity policies, and the policies, related to school physical education. Slovenian educational policy, informed by the SLOfit data, managed to develop one of the most efficient system of physical education and extracurricular sports programs in the world, which results in very favourable level of physical fitness and physical activity of children in Slovenia in comparison to the rest of the world. In the future, we want to explore SLOfit even more for physical activity interventions. We have prepared a web application My SLOfit, which allows student, their parents, teachers and physician web access to students' SLOfit results, with feedback about health risk. With support of My SLOfit we would like to introduce new paradigm of collaboration between school and health sectors in local settings. [ABSTRACT FROM AUTHOR]

Can you find the child in physical education research? Can you see evidence of the child in research dealing with the school curriculum of physical education or the teaching-learning processes of the gymnasium or sportsfield? This is the pedagogical question to which I draw attention. My purpose is to show the significance of this question by (a) critiquing current research agendas and situating the question within the context of North American research traditions, by (b) entering the life of these traditions and showing how the question might guide our research activity, and by (c) indicating the nature of the methodology that supports oar work. Through descriptions of children's physical activities, I give textual evidence of the pedagogical orientation at the heart of physical education research and, at the same time, provide concrete examples of a human science approach to physical education research, which I think goes some way to answering the question ‘Where is the child?’ [ABSTRACT FROM AUTHOR]

This paper describes the exercise tolerance of a young girl with a congenital heart defect associated with asplenia syndrome. The child was exercised minimally on a treadmill for a period of 10 minutes, during which time heart rate, blood pressure, ECG, and transcutaneous PO2 values were monitored. Due to a small increase in heart rate and a very low PO2 during exercise, it was suggested that some adaptive mechanism had been developed to counteract her cyanotic condition. An optimal increase in hematocrit and hemoglobin levels supported this. No ECG abnormalities were noted. It was concluded that this child should have some, but minimal, involvement in physical education programs despite the severity of her condition. [ABSTRACT FROM AUTHOR]

The article focuses on the Purpose Process Curriculum Framework (PPCF) for physical education. The framework is described as a summary of theoretical concepts in the field, and a guideline for future practice. The article focuses on the application of the theoretical framework to physical education in a middle school setting. Details are provided for a research study that looked at the physical education curriculum for sixth, seventh, and eighth grade students in rural Georgia. Curriculum planning domains and concepts of the purpose of physical activity identified in the study were found to be consistent with those in the PPCF.

Physical educators have purported to teach children to be physically active and to promote their fitness. To achieve these goals, children should regularly experience moderate-to-vigorous physical activity (MVPA) during physical education lessons. For the purposes of this review, moderate physical activity is that which elicits a heart rale of 50% of maximum heart rate reserve (MHRR), moderate-to-vigorous activity elicits 60% of MHRR, and vigorous activity elicits 75% of MHRR. Duration criteria were set at 50% of lesson time or 20 min. The majority of lessons described in previous reports failed to achieve these criteria, although problems were noted in method and analyses of data. Lessons with physical activity as a direct goal have been successful in increasing MVPA. A greater focus on physical activity is required in the planning and delivery of physical education lessons if the physical activity and fitness goals of the physical education curriculum are to be met. [ABSTRACT FROM AUTHOR]