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Maintaining physical activity habits is important for long-term health benefits. Many children do not achieve the World Health Organization (WHO) benchmark of 60 min Moderate-to-Vigorous Physical Activity (MVPA) daily. Comprehensive school physical activity programs (CSPAP) target all opportunities at school for children to be physically active. The purpose of this intervention study was to investigate boys’ and girls’ voluntary participation and MVPA in physical activity recess sessions during and after these were connected with the content of physical education.147 (55 girls, 92 boys; mean age = 8 years) second grade children from seven different schools received a 10-lesson parkour unit in physical education and were concurrently offered five parkour recess sessions. After the parkour unit in physical education (i.e., maintenance) another five parkour sessions in which children could voluntarily participate were organized. Systematic observation tools were used to assess children’s MVPA.Overall participation in parkour recess was 64% for both boys and girls. Participation decreased from intervention to maintenance phase for both boys (75% vs 54%; p

Purpose: We investigated the effect of a content knowledge workshop on a teacher's content development in terms of selected task types, task adaptations, and in turn children's task performance during a six-lesson crawl swimming unit in elementary school. Methods: One physical education teacher taught two 6-lesson units of the front crawl before (comparison) and after (experimental) the workshop to different children (n = 88). Task types, task adaptations, and task performance were collected live by trained observers. Results: The number of tasks taught increased from 48 to 61 after the workshop. Informing tasks decreased 28% (p=.005) and applying tasks increased 11% (p=.039). Task adaptations increased from 123 to 211 (p=.021). A significantly higher proportion of tasks was correctly performed by more children in the experimental group. Discussion/ Conclusion: The content knowledge workshop caused a substantial shift in the teacher's content development, which resulted in more children correctly performing the tasks.