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This study was to evaluate weight status and sociodemographic disparities in physical activity (PA) intensities (i.e., vigorous PA [VPA], moderate PA [MPA], and light PA [LPA]) during different segments of the school day, including physical education (PE), recess, and lunchtime. Participants were 287 third-grade students (M age = 8.38, SD = 0.50). PA was measured using accelerometers. Children, on average, spent 88.48 minutes of MPA and 13.35 minutes of VPA. Disparities in VPA were observed in sex (higher in boys in PE and recess) and weight status (higher in the healthy-weight group in recess and lunchtime). Sex disparities in MPA were observed in recess (higher in girls) and in lunchtime (higher in boys). Hispanic girls had more LPA in PE compared with non-Hispanic girls. Disparities in PA behaviors at PE, recess, and lunchtime are evident but different regarding children's demographics. Schools may tailor PA opportunities to promote children's PA and reduce disparity. [ABSTRACT FROM AUTHOR]

Objective: This study aimed to investigate interactions among physical fitness, sleep quality, sedentary behavior, and depression among female college freshmen. Participants: A cohort of 1,514 Chinese female college freshmen (Mage = 18.8 ±.63) were recruited from four universities. Methods: Participants completed a survey assessing depression, sleep quality (sleep duration and sleep onset latency), and sedentary behavior, and performed physical fitness measurements. Results: Physical fitness indexes were associated with sleep quality and sedentary behavior (ps <.05) but not with depression. Depression was positively associated with sedentary behavior and sleep onset latency, but negatively associated with sleep duration (ps <.01). The model tests revealed that sleep quality (β = −.57, p <.01) and sedentary behavior (β =.14, p <.01) served as mediators between physical fitness and depression, respectively. Conclusions: Increasing sleep quality and minimizing sedentary behavior may build resilience to depression among Chinese female college freshmen. [ABSTRACT FROM AUTHOR]

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

This study aimed to examine whether changes in physical activity (PA) after an 8-week pedometer-based intervention would result in changes on motor competence through competence beliefs towards physical education (PE). The study also evaluated whether the hypothesized causal pathway differed by gender. Participants were 259 children (Mean age = 10.88, SD =.78), randomly allocated to three intervention groups. Children's PA, competence beliefs towards PE, and motor competence were measured at pre- and post-tests. Significant relationships between PA and competence beliefs towards PE were found at pre- and post-tests. The magnitude of the relationship between competence beliefs towards PE and motor competence was larger at post-test than at pre-test (.33 vs.20). The structural invariance test suggested that the differences between boys and girls for the hypothesized models were insignificant (CMIN = 15.97, df = 12; p =.193). In general, the results suggest that changes on PA may cause changes in competence beliefs towards PE, which could result in changes on motor competence in middle to later childhood, regardless of gender. These data offer the possibility of using competence beliefs towards PE as a mediator in PA interventions designed to increase motor competence in childhood. [ABSTRACT FROM AUTHOR]

Mental health is an important public health issue and up to one in five youth experience mental health problems. The primary purpose of this study was to examine the relationship among motor competence, health-related physical fitness and mental health outcomes in adolescents. A secondary goal was to test the direct and indirect effects of motor competence on adolescents' mental health through health-related physical fitness. Participants were 279 adolescents (Mage = 12.49, SD = 0.89) recruited in the south-west region of the US Motor competence including volleyball, soccer, and ultimate Frisbee, were assessed using PE Metrics™. FITNESSGRAM® test battery was used to assess health-related physical fitness components. Students completed a survey measuring their depressive symptoms and health-related quality of life. Motor competence was significantly associated with components of health-related physical fitness (r ranged from −0.15 to 0.38). The robust fit of the model supports the significant indirect effect of motor competence on mental health outcomes through health-related physical fitness (χ2/df = 39.92/25; CFI = 0.97; RMSEA = 0.046; 90% CI [0.02, 0.07]). The hypothesized conceptual model tested in this study provides insights into the potential interaction of motor competence and health-related physical fitness with adolescents' mental health. [ABSTRACT FROM AUTHOR]

Guided by the theory of planned behavior (TPB), this study examined the relationships between three constructs of TPB (attitude, subjective norm, perceived behavioral control [PBC]) and physical activity intention and behavior among Chinese female college students, and evaluated whether the relationships differed between healthy and vulnerable individuals within this population. Participants included 436 female college students (301 healthy and 135 vulnerable; Mean age = 19.24 years; SD = 0.97 years) recruited from five universities in China, and the data collection was completed in Fall 2015. Path analysis supported the direct and indirect relations of TPB constructs to physical activity intention and behavior among female college students, and the path model was invariant across the two groups. The vulnerable group reported significantly lower attitude, subjective norm, intention, and physical activity behavior than the healthy group but not for PBC. These findings suggest fostering positive attitudes and intention toward physical activity are important among Chinese female college students, regardless of their health status. [ABSTRACT FROM AUTHOR]

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

This study examined the relationship between physical literacy (i.e., motor competence, physical activity, and health-related fitness) and academic performance (i.e., executive function, class attendance, and standardized test scores) among adolescents. Second, we investigated whether these relationships differ between boys and girls using a structural invariable test. Using a prospective research design, we recruited 330 adolescents (154 boys and 176 girls; M age = 12.52 years, SD = 0.86) in Texas and conducted correlational analyses, finding that physical literacy variables were significantly related to executive function (while the r s range was from −.16 to −.30, the high scores on the instrument we used, the Behavior Rating Inventory of Executive Function, indicate higher risks for executive dysfunction; p <.01) and positively associated with school attendance (r s range from.19 to.34; p <.05). Structural equation models supported the significant direct and indirect effects of motor competence on executive function and school attendance for boys and girls through physical fitness (all three components) and school-based moderate-to-vigorous physical activity, respectively. The structural invarince test indicated noninvariant models (based on path coefficients) between girls and boys (p <.01). Embracing psychomotor associations with physical literacy may be a promising way to elicit behavioral change in physical fitness and create a behavioral channel to academic success for adolescents. [ABSTRACT FROM AUTHOR]

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

Comprehensive school physical activity programs (CSPAPs) aim to promote physical activity and healthy lifestyles among school-age children and adolescents. Physical educators are highly qualified individuals taking on the role of certified physical activity leaders. Physical education teacher education (PETE) programs should consider preparing physical educators with sufficient knowledge and skills to implement a CSPAP and to foster physically literate individuals. This article describes the competencies needed for physical educators to implement CSPAP and synthesizes strategies and recommendations for infusing CSPAP concepts into PETE programs. [ABSTRACT FROM AUTHOR]

Background:School physical education (PE) programs provide a prime environment for interventions that attempt to develop school-aged children’s motor competence and overall physical fitness, while also stimulating competence motivation to engage in physical activity during childhood. It is generally recognized that a pedometer-based intervention strategy combined with a goal-setting strategy may be effective in increasing physical activity participation among school-aged children. The purpose of this study was to evaluate the impact of an 8-week pedometer-based goal-setting intervention on children’s motivation in PE, motor competence, and physical activity. Methods:A pretest–posttest comparison group design was used with the 8-week intervention (3 days/week for 24 sessions). Participants were 273 (boys = 136, girls = 137) students recruited from 3 elementary schools in the US. Classes in each school were randomly allocated to three experimental conditions: (1) an intervention group with a personalized pedometer weekly target to reach in their PE class (N = 110), (2) an intervention group with the fixed pedometer target range to reach in each PE class based on the recommended criteria (N = 90), or (3) a control group without intervention (N = 73). Analysis/results:The factorial repeated measures MANOVA indicated significant multivariate effects for the group [F(6, 528) = 12.954,p < .001].Post hocanalyzes showed that both experimental groups had significantly higher expectancy-value beliefs, motor competence, and physical activity compared to the control group (p < .001). Conclusions:Health practitioners should be aware that goal-directed action can contribute to school students’ PE-related achievement motivation, motor competence, and achieving the recommended 60 min of moderate-to-vigorous physical activity. [ABSTRACT FROM PUBLISHER]

The study examined the association between fundamental motor skills (FMS), executive function (EF), and reading proficiency among 145 socioeconomically disadvantaged kindergarteners of diverse ethnicity. Regression analyses supported that EF and FMS were significantly associated with children's reading proficiency. Working memory and inhibition explained a substantial amount of variances in reading proficiency after controlling for the covariates. Structural equation modeling analysis suggested that the relation between FMS and reading proficiency was fully mediated by global EF (χ 2 /df = 4.29/3; CFI = 0.983; RMSEA = 0.055). Results of the bootstrap method also supported the statistical significant effect of FMS on reading proficiency through global EF, 95% CI [0.029, 0.325]. This study provides initial evidence suggesting that education environment (i.e., school, home and community), specifically school physical activity program, may be important for improving FMS and EF in children for the sake of promoting reading proficiency. [ABSTRACT FROM AUTHOR]

Purpose: Motor competence (MC) has been recognized as the foundation for life-time moderate-to-vigorous physical activity (MVPA) as well as an influential factor in reducing sedentary behavior during childhood. Guided by Blair et al.'s health model, the purpose of this study was to examine the behavioral mechanism of mental health including physical, psychosocial, and cognitive health among Hispanic children related to MC and MVPA.Methods: A prospective research design was used with two-wave assessments across one academic year. A total of 141 Hispanic kindergarteners (Meanage = 5.37, SD = 0.48) were recruited in Texas. Nearly all (94.3%) of the participants were from low-income families based on the Income Eligibility Guidelines. The study was approved by the University Research Review Board, and informed consent was obtained from parents/guardians prior to starting the study.Results: Multiple regressions indicated that manipulative skill was a significant predictor of physical and psychosocial health (β = 0.21, β = 0.26, p < 0.05, respectively) and locomotor skill served as a significant predictor for cognitive health (β = 0.22, p < 0.01), after controlling for BMI. Bootstrapping analyses supported the statistical significance of indirect effects of MC on mental health outcomes through MVPA (95% CI [0.031, 0.119]) and sedentary behavior (95% CI [0.054, 0.235]), respectively.Conclusion: The results suggest that skill-based activities/games, with instructions, should be encouraged during school-based physical activity and health promotion programs in childhood education. Better understanding of the early effects of MC may contribute to designing strategies to promote Hispanic children's well-being. [ABSTRACT FROM AUTHOR]

Despite consensus that physical fitness (PF) plays an important role in promoting mental health and academic achievement, little is known regarding the mechanisms by which this effect works. Blair, Cheng, and Holder (2001) proposed a conceptual model to identify the behavioral mechanism of health outcomes, in which both health-related PF and skill-related PF were identified as the direct determinants of health outcomes. Guided by Blair and colleagues’ model, the primary purpose of this study was to examine the association between health-related PF, skill-related PF, depression and academic achievement among adolescents. The second purpose was to investigate whether depression would mediate the association between physical fitness and academic achievement among this population. A total of 144 adolescents (M age = 14.55, SD = 0.62) were recruited from two middle schools. Health-related PF was significantly associated with depression, and skill-related PF was related to academic achievement. Mediation analysis supports the statistically significant indirect effect of depression on the relation between health-related PF and academic achievement. The findings suggest that individuals who are physically fit and show positive mental functioning may have better academic achievement during adolescence. [ABSTRACT FROM AUTHOR]

Guided by Stodden et al's conceptual model, the main purpose of the study was to examine the relation between fundamental motor skills (FMS; locomotor and objective control skills), different intensity levels of physical activity (light PA [LPA], moderate-to-vigorous PA [MVPA], and vigorous PA[VPA]), and sedentary behavior (SB) in socioeconomically disadvantaged kindergarteners. A prospective design was used in this study and the data were collected across the 2013-2014 academic school year. Participants were 256 (129 boys; 127 girls; Mage = 5.37, SD = 0.48) kindergarteners recruited from three public schools in the southern United States. Results found that FMS were significantly related to LPA, MVPA, VPA, and SB. Regression analyses indicate that locomotor skills explained significant variance for LPA (6.4%; p < .01), MVPA (7.9%; p < .001), and VPA (5.3%; p < .01) after controlling for weight status. Mediational analysis supports the significant indirect effect of MVPA on the relation between FMS and SB (95% CI: [-0.019, -0.006]). Adequate FMS development during early childhood may result in participating in more varied physical activities, thus leading to lower risk of obesity-related behaviors. [ABSTRACT FROM AUTHOR]

Background: School physical education (PE) not only offers and promotes health-related physical activity (PA), but also encompasses the promotion and development of health-related well-being such as health-related quality of life (HRQOL). Furthermore, assessing PA and HRQOL have become major issues in pediatric public health and also serve as a major goal of Healthy people 2020. Grounded in the expectancy-value and achievement goal frameworks, the primary purpose of this study was to examine the relationships among the perceptions of motivational climate in PE, expectancy-value beliefs, HRQOL, and PA among elementary children. A secondary purpose was to test whether expectancy-value beliefs mediate the relationship between motivational climate and HRQOL as well as between motivational climate and PA (self-reported PA and pedometer-based PA, respectively). Methods: Participants were 336 elementary children recruited from three public schools in the southeastern USA (Mage = 9.87; 179 girls, 157 boys). The majority of the participants (53.3%) were White students and the remainder (46.7%) including African-American (37.4%), Asian-American (1.5%), Hispanic-American (1.8%) and others (5.9%). Students completed a previously validated questionnaire assessing expectancy-related beliefs and task values toward PE. The 23-item pediatric QOL inventory generic core scale (PedsQLTM4.0) was used to assess participants’ HRQOL. Children's PA levels were assessed by using a self-reported survey (Physical Activity Questionnaire for Older Children) and three-day pedometer counts (steps/min during PE). Analysis/Results: Correlational analyses showed that expectancy-related beliefs and task values were positively related to PA and HRQOL. Regression analyses indicated that both mastery and performance motivational climate had a positive effect on children's expectancy beliefs and task values. Mediational analyses were used to evaluate the potential mediational relationships among motivational climate (independent variables: mastery and performance climates), expectancy-value beliefs (mediator: expectancy-value beliefs), and HRQOL and PA (dependent variables: total HRQOL score, self-reported PA and steps/min), respectively. Conclusions: A mastery motivational climate together with high expectancy beliefs has a positive association with HRQOL, which in turn could produce health benefits in the future. Results suggest that a performance motivational climate could be associated with less activity (i.e. lower steps/min) even when students view PE as interesting, important, and useful. One important implication of the study is that by promoting mastery climates and expectancy-value beliefs in PE practitioners can encourage children to engage in PA both in and outside of school, and consequently may influence their quality of life. [ABSTRACT FROM AUTHOR]

Embedded in the theory of group cohesion and the expectancy-value model of achievement choice, the purpose of this study was to examine the predictive strengths of group cohesion on students' motivation (expectancy-related beliefs and subjective task values) and motivational outcomes (exercise choice and class attendance) in college physical activity classes. Participants were 121 females enrolled in aerobics classes who completed questionnaires assessing group cohesion, motivational constructs, and exercise choice. Group cohesion constructs were significantly associated with motivation and motivational outcomes. These findings provide insight into how to design environments to promote motivation in physical activity classes. [ABSTRACT FROM AUTHOR]

Background: The purpose of this study was to examine the effects of cardiorespiratory fitness and weight status on knowledge of physical activity and fitness (PAF knowledge), attitude toward physical education (PE), and physical activity.Methods: A total of 343 middle school students participated in the study (Age: M/SD = 12.76/.94, ranging from 11 to 14 years old). PE Metrics™ was used to measure PAF knowledge, and Attitude toward Physical Education Questionnaire and Youth Activity Profile were used to measure attitude, physical activity and sedentary behavior. Fitness and weight status were assessed using FitnessGram and converted to in Healthy Fitness Zone (HFZ) or Not in HFZ.Results: Two-way multivariate analyses of covariance (MANCOVA; gender and grade as covariates) showed a significant group effect for cardiorespiratory fitness (ΛPilla = .07, F4,255 = 5.03, p = .001, [Formula: see text] = .07) but not for weight status (p = .57). PAF knowledge (F1,258 = 9.49, p < .01, [Formula: see text]= .04), attitude (F1,258 = 4.45, p < .05, [Formula: see text]= .02) and sedentary behavior (F1,258 = 6.89, p < .01, [Formula: see text]= .03) all favored the HFZ group.Conclusions: The findings reinforce the importance of promoting cardiorespiratory fitness in middle school PE as students acquire attitude, knowledge, and behaviors needed for active-living. [ABSTRACT FROM AUTHOR]

Introduction: Parents play a critical role in their child's participation in community-based intervention programs. Yet, their perspectives remain largely overlooked in the literature. This qualitative program evaluation used social cognitive theory to understand parents' motivators and barriers to participation in a community-based intervention program designed for children with motor skill difficulties. Method: Parents (n = 15) of children with motor skill difficulties enrolled in a community-based intervention program participated in semistructured interviews. Results: Thematic analysis revealed six motivators (child needs, satisfaction, perceived impact, affordability, design, and program culture) and three perceived barriers (parent knowledge, access, and accommodations). Discussion: Parents' motivators and barriers reflected a combination of personal and environmental factors consistent with social cognitive theory. This study revealed novel insight into program-related environmental motivators and barriers. Program leaders should consider ongoing evaluation and application of parental perspectives to optimize family participation and retention in community-based interventions. [ABSTRACT FROM AUTHOR]

Purpose: The 2 × 2 achievement goal model, including the mastery-approach, mastery-avoidance, performance-approach, and performance-avoidance goal orientations, has recently been used to explain motivational outcomes in physical activity. This study attempted to examine the relationships among 2 × 2 achievement goal orientations, physical activity, and health-related quality of life (HRQOL) in college students.Method: Participants were 325 students (130 men and 195 women; Mage = 21.4 years) enrolled in physical activity classes at a Southern university. They completed surveys validated in previous research assessing achievement goal orientations, physical activity, and HRQOL.Results: Path analyses revealed a good fit between the model and data (root mean square error of approximation = .06; Comparative Fit Index = .99; Bentler-Bonett Nonnormed Fit Index = .98; Incremental Fit Index = .99), but the model explained small variances in the current study. Mastery-approach and performance-approach goal orientations only had low or no relationships with physical activity. Mastery-approach goal orientation and physical activity also had low positive relationships with HRQOL, but mastery-avoidance and performance-avoidance goal orientations had low negative relationships with HRQOL. The hypothesized mediational role of physical activity in the relationship between mastery-approach and performance-approach goal orientations and HRQOL was not supported in this study.Conclusions: Although the data fit the proposed model well, only small variance was explained by the model. The relationship between physical activity and HRQOL of the college students and other related correlates should be further studied. [ABSTRACT FROM AUTHOR]

School physical activity environments including physical environment (e.g., facilities, equipment) and social environment (e.g., teachers and peers support) provide a foundational support for children's physical activities in school. Guided by self-determination theory, this study aimed to test three mediation models between school physical activity environments and PE related outcomes (i.e., effort in PE and physical fitness) through basic psychological need satisfaction (BPNS) among Hispanic children in the U.S. Participants included 215 fourth- and fifth-grade Hispanic children (M age = 10.66 years), who completed (a) a survey measuring perceived school physical activity environments, BPNS, and effort in PE, and (b) the FITNESSGRAM® test battery assessing their cardiorespiratory fitness, muscular fitness, and body composition. Structural equation modeling revealed that, controlling for age, school physical activity environments positively predicted effort in PE through partial mediation of BPNS and physical fitness through full mediation of BPNS. These findings highlight the potential roles of school environments in predicting Hispanic children's health and fitness. Accordingly, building adequate physical activity facilities and providing culturally relevant activities is recommended for enhancing Hispanic children's learning in PE. • Results explained 12.5% and 52.2% of the variance in effort and fitness, respectively. • Psychological need satisfaction partially mediated school environments' relation to effort. • Psychological need satisfaction fully mediated school environments' relation to fitness. • Age was a significant control variable that negatively predicted fitness. [ABSTRACT FROM AUTHOR]