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This study examined the associations between physical activity enjoyment and physical education enjoyment with segmented physical activity in children. Method: Using student-level data from the School Wellness Integration Targeting Child Health project (N = 1,986), the Youth Activity Profile (YAP) assessed physical activity before school, during physical education, recess, after school, and evening. Segmented YAP scores were regressed onto two enjoyment variables using a seemingly unrelated regression system. Results: Physical activity enjoyment and physical education enjoyment significantly associated with YAP scores during all segments, but physical education enjoyment showed stronger associations during physical education. Older students had higher physical activity before school and in the evening, and physical education enjoyment was more influential for females before school. Conclusion: This study supports tenets of the trans-contextual model of motivation. Improving both physical activity and physical education enjoyment may yield improvements in physical activity behaviors during physical education and all other day segments.

Comprehensive School Physical Activity Programs (CSPAP) coordinate physical activity opportunities for school-age children through physical education, programs offered before/after school and during the school day, and those facilitated through staff involvement and community engagement. An active school is considered to implement quality physical education and one additional CSPAP component. This paper aims to describe evidence-based school initiatives that have used a multicomponent approach to integrating CSPAP in schools. Common themes will be summarized to provide strategies and suggestions on creating, implementing, and sustaining a CSPAP in schools. The Let's Get Fit to Learn partnered with local underserved elementary schools to increase physical activity at school designed to improve or increase health and on-task behaviors. The Whole Communities-Whole Health is an equity-centered, community-engaged research project one outcome is to deeply integrate physical activity into the school curriculum. SWITCH (School Wellness Integration Targeting Child Health) is an evidence-based CSPAP designed to build capacity through a partnership with 4-H Youth Development. In Ireland, Active School Flag is a national initiative focused on self-reflection, action planning and collaboration at the school level and provides options for schools to achieve the "Flag." Multicomponent CSPAP purposefully links multiple points of intervention to maximize physical activity opportunities for children. Given the implementation of culturally relevant and contextually grounded learning opportunities in and around schools, the potential for impact and sustainability is high.

Background: Active commuting (AC) to and from school can contribute to physical activity, although it has recently seen a global decline. The purpose of this study was to examine the agreement between parent and child perceptions of barriers to school AC. Methods: Participants were parents (N = 152, M[subscript age] = 40.6 ± 6.3 years) and elementary school children (N = 98, M[subscript]age = 10.0 ± 1.2 years). School commute type/frequency and barriers to AC were collected via surveys. Intraclass correlation coefficients (ICCs) were used to assess relative agreement between parent and child perceptions (N = 98 dyads). Paired t tests and equivalence testing were employed to assess group-level agreement. Bland-Altman analysis was used to assess individual-level agreement. Partial correlations of AC with perceptions were also assessed. Results: All parent and child perceptions of barriers to AC to school had low agreement. Bland-Altman Plots indicated negative bias for all but 3 barrier perceptions. Paired t tests indicated significant differences between parent and child perceptions for 8 out of 15 barriers while equivalence testing deemed no parent-child perception equivalent. Partial correlations with AC frequency were significant for 7 parent perceptions and 2 child perceptions. Conclusions: Parent and child perceptions have low agreement. Programs aimed at promoting AC to and from school should account for these discrepancies.

Purpose: The purpose of this article was to systematically review studies that explored associations between specific curricular models, as an essential component of physical education, and to assess how the student outcomes identified in the models aligned with the national standards. Methods: Using the PRISMA guidelines to identify, screen, determine eligibility, and include relevant ones, studies were extracted by a search of six databases using terms related to physical education-specific curricular models and student outcome measures. After screening, 23 articles met the inclusion criteria. Results: Students included in these studies ranged from 3rd-12th grade, although the majority of studies used students from 3rd-8th grade. A total of 58 associations between eight physical education curricular models and student outcomes were assessed, with 41 (70.6%) of those associations being beneficial. Student outcomes included measures of physical activity and fitness, psychosocial variables, classroom behavior, and knowledge. Aligning the national standards to these studies revealed that specific standards were underrepresented compared to others. Conclusions: Results of this systematic review suggest that there is some association between curricular models and student outcomes, although results reported for specific student populations, particularly K-2nd grade, were lacking. Furthermore, specific student outcomes related to the national standards were underrepresented compared to others. Researchers should take a standards-based approach when deciding which student outcomes to measure and should further explore the associations between curricular models and student outcomes across grade levels.

Assessing teacher competence is a central focus of the growth and development of physical education teacher candidates. For subject matter competency, the Council for the Accreditation of Educator Preparation adopted Specialized Professional Associations (SPAs) for each academic discipline, which are used to establish specific standards and procedures for program review and accreditation. These six evidence-based standards include teaching components that physical education candidates should exhibit in their PETE preparation programs. This article introduces the Pre-service Teacher Competency Performance Scale, explains how mentor teachers can use the scale, and situates the scale as a potential method of recording feedback.

Background: Health coaching sessions that incorporate goal setting may help improve college students' health behaviors. Purpose: This study examined whether specific goal-setting practices moderated changes in health behaviors during an online wellness intervention in college students. Methods: Participants were 90 college students recruited from one US university. The intervention was a one-hour virtual one-on-one health coaching session where participants set two goals for either physical activity (Metabolic Equivalent Task (MET)-minutes or MET-minutes), nutrition, sleep, or stress management. Self-reported baseline behaviors were collected, and follow-up surveys were completed at 6- and 12-weeks. Mixed effects models examined behavior change outcomes across the follow-up timepoints while testing the moderating effect of goal setting using interactions. Results: The Goal×Time interaction was significant for moderate MET-minutes at 1st follow-up (b = 443, p =.003), and for total MET-minutes at the 2nd follow-up (b = 717, p =.047). The Goal×Time interaction was also significant for stress management at 1st follow-up (Odds Ratio = 7.3, p =.042). Discussion: Participants who set physical activity and stress management goals had significantly higher physical activity and utilized more stress management techniques. Translation to Health Education Practice: The use of specific goal-setting strategies for physical activity and stress management is recommended during online health coaching sessions. A AJHE Self-Study quiz is online for this article via the SHAPE America Online Institute (SAOI) . [ABSTRACT FROM AUTHOR]

Several schoolwide initiatives have been created to combat the rate of obesity in adolescents. However, despite programs showing an ability to advance health-related fitness during the academic year, the summer months contribute to the most accelerated weight gain and health-related fitness (HRF) losses in school aged youth. The purpose of this study was to determine the impact of a residential summer camp on health-related fitness markers in adolescents. The participants were 100 male campers aged 10-14. Campers performed body mass index (BMI) and various physical activity assessments aimed to evaluate health-related fitness levels prior to and following their participation in summer camp. Physical activity levels were assessed throughout the summer using pedometers. MANCOVA results revealed significant pretest to post-test improvements on health-related fitness areas of BMI, aerobic fitness, muscular strength and endurance, and flexibility. The results of this study offer preliminary indications that participation in summer camp programing can promote and maintain health-related fitness levels in adolescents over the summer.

Within adapted physical education (APE), there is a lack of knowledge regarding content and attitudes toward curricular domains, which can influence student learning. This study assessed APE teachers' attitudes toward four curricular domains. Participants (n = 219) completed a modified version of the Attitudes Toward Curriculum in Physical Education inventory. Results indicated that the importance of all domains, but higher for social development and physical activity. Understanding the content taught in APE will help teacher educators create programs that will provide preservice teachers with the content knowledge and pedagogy skills to meet the needs of their students.

Physical activity is associated with numerous academic and health benefits. Furthermore, schools have been identified as an ideal location to promote physical activity as most youth attend school regularly from ages 5-18. Unfortunately, in an effort to increase academic learning time, schools have been eliminating traditional activity opportunities including physical education and recess. To combat physical inactivity in you, numerous organizations are promoting a Comprehensive School Physical Activity Program to encourage academic achievement and overall health. Comprehensive School Physical Activity Programs include five components and should be centered around 1) quality physical education, 2) physical activity before and after school, 3) physical activity during school (both recess and classroom activity), 4) staff involvement, and 5) family and community engagement.

This study examined how a physical educator's physical appearance affected student physical activity. Students (N = 142) from fourth- to sixth-grade physical education classes wore pedometers. Classes were assigned to a female teacher either wearing a fat suit or not wearing a fat suit. A 3 × 2 × 2 ANCOVA data analysis revealed a statistically significant Grade × Group interaction, F(2, 129) = 6.48, p = 0.002, ?[superscript 2] = 0.09. Fourth-grade students displayed a higher number of steps per minute with the fit-appearing teacher (p < 0.001, d = 0.39), while sixth-grade students displayed a higher number of steps per minute with the teacher wearing a fat suit (p < 0.001, d = 0.89). The fourth graders performed a higher number of step per minute with the fit-appearing teacher and a lower number of steps per minute with the overweight-appearing teacher. Opposite results came with the sixth graders, who displayed a lower number of steps per minute with the fit-appearing teacher than with the overweight-appearing teacher.

Physical activity and cardiorespiratory endurance have both been shown to associate with academic achievement; however, there is a paucity of work examining mediating effects. The purpose of this study was to examine the relationship between cardiorespiratory endurance and mathematics performance using school day physical activity as a mediator. The sample consisted of 174 middle school students (mean age = 13.4 ± 0.5 years) recruited from one middle school located in the US. Cardiorespiratory endurance was assessed using Progressive Aerobic Cardiovascular Endurance Run laps, school day step counts were recorded for 5 days using pedometers, and mathematics performance was assessed using standardized tests. A bootstrapped mediation analysis revealed that school day steps mediated the relationship between PACER laps and math test scores (Average Causal Mediated Effect = 0.05, 95% C.I.: 0.03-0.07, p < 0.001). These effects were independent of age and Body Mass Index. Approximately 81.1% of the total effect between cardiorespiratory endurance and math test scores was mediated through daily step counts with the full model explaining 48.8% of the total variance in math test scores. In a sample of middle schoolers, school day step counts mediated the relationship between cardiorespiratory endurance and mathematics performance, suggesting that providing opportunities for children and adolescents to be active during the day may facilitate learning through behavioral and physiological mechanisms.

The 2024 American Kinesiology Association (AKA) Leadership Workshop in Albuquerque, New Mexico focused on social justice, equity, and inclusive excellence in kinesiology academic leadership. The workshop provided real-world exemplars and insights on these themes, emphasizing the importance of inclusive environments for individuals of diverse cultural backgrounds. The event featured sessions on strategic planning, diversity, leadership development, and faculty and student success, culminating in a collection of scholarly articles in Kinesiology Review that offer practical strategies for fostering inclusive excellence in academic units. [Extracted from the article]

Study aim: To examine the pedometer steps taken during the school-day by American Indian children during all four seasons. Material and methods: Participants included third-sixth grade children (n = 157) aged 9.6 plus or minus 1.07 (boys) and 9.7 plus or minus 1.2 (girls) attending school from one Southwestern US American Indian community. Children had a mean BMI of 23.9 plus or minus 7.7 with 70% being classified as overweight or obese. Children wore a pedometer (Yamax Digiwalker SW-200) for 20 days (5 days per season). Results: Children accumulated 4762 plus or minus 1544 (boys) and 4408 plus or minus 1194 (girls) steps/day across the four seasons with the highest totals occurring during the Fall (4899, males; 4796, females) and the lowest totals during the Winter (4463, males; 4043, females). Repeated measures ANOVA showed no significant differences in daily school-day steps across seasons. Children classified as normal weight averaged 5146 plus or minus 1688 steps/day, overweight children averaged 5020 plus or minus 1333 steps/day, and obese children accumulated 4275 plus or minus 1123 steps/day. Conclusions: PA stayed relatively consistent across seasons in this sample of children. However, children were the least active during Winter months. With 70% of the current sample being classified as overweight and with American Indian children at greater risk for numerous hypokinetic diseases there is a clear need for additional school-day PA opportunities. (Contains 2 tables and 2 figures.)

Objective: The objective of this study was to understand adolescent girls' experiences using practical diet and physical activity measurement tools and to explore the food and physical activity settings that influence their lifestyle habits. Design: Mixed methods study using quantitative and qualitative methods. Setting: Large city in the western USA. Participants were recruited from a larger study of girls and families. Methods: A total of 10 girls aged 13-17 years completed a 3-day food diary, a Food Frequency Questionnaire and wore a Fitbit wrist bracelet to measure physical activity for 30 days. Following the data collection period, a structured focus group using a phenomenological approach was held to understand girls' experiences with the collection tools and to understand the internal and external environments in which they make eating and physical activity decisions. Results: Participants completed an average of 8,459 steps/day. Girls had an average Healthy Eating Index score of 37 (out of 100), with diets being particularly high in added sugars and low in nutrients found in fruits and vegetables. Girls perceived the 3-day food diaries and the Fitbit as representing their lives accurately, and had negative perceptions of the Food Frequency Questionnaire. Finally, girls described influences on their lifestyle behaviours, including boredom, summer-break, part-time work, availability and cost. Conclusion: This study demonstrates the efficacy and willingness of girls to utilise food diaries and activity trackers. Results confirm poor dietary intake and physical activity in this population, and describe influences on lifestyle behaviours unique to adolescent girls.

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

Purpose: The purpose of this study was to examine the predictive relationship among physical activity, health-related fitness, and on-task classroom behavior in children using a discriminant function analysis. Method: Participants were a convenience sample of children (N = 533; M[subscript age] = 8.8 ± 1.9 years) recruited from 77 1st- through 5th-grade classrooms at 3 low-income schools in a capital city in the Southwest United States. Percent of the school day spent in sedentary behavior (%SED), moderate-to-vigorous physical activity (%MVPA), and health-related fitness scores (body mass index [BMI] and Progressive Aerobic Cardiovascular Endurance Run [PACER] laps) were assessed during school hours. Classrooms were observed for on-task behavior during the academic year with the use of 5-s momentary time sampling methodology. A discriminant function analysis was performed using a binary on-task behavior outcome, stratified by an 80% on-task behavior cut point. Results: The results yielded 1 function (r[superscript 2] = 0.26, F = 13.1) explaining approximately one quarter of the total variance. The standardized function coefficients were -0.29, 0.29, -0.48, and 0.48 for %SED, %MVPA, BMI, and PACER laps, respectively. The sensitivity and specificity of the derived function for classifying a child into an on-task or off-task classroom were 0.79 and 0.73, respectively. Children who belonged to classrooms that achieved 80% on-task behavior displayed shorter times in sedentary behaviors (d = 1.01), lower BMI (d = 0.13), and higher PACER scores (d = 0.22) compared with children who belonged to off-task classrooms. Conclusion: School-day physical activity behaviors and health-related fitness scores can moderately discriminate children who belong to classrooms from low-income schools that are categorized as being sufficiently on task.

The purpose of this study was to compare the acute effects of Aerobic Exercise (AE), Resistance Exercise (RE), and a nonexercise (NE) control on measures of academic achievement (AA) and cognition in 10th grade males and females. This study utilized a randomized crossover design. Tenth grade males and females performed three exercise trials (AE, RE, NE) separated by 7 days each. Immediately following exercise, participants completed a 10-question mathematics test, followed by the Stroop test. A repeated measures ANOVA revealed small but insignificant differences in mean math test performance between RE and NE, F(1,86) = 2.81, p = 0.098, ?[superscript 2] = 0.032, and AE and NE, F(1,86) = 2.03, p = 0.158, ?[superscript 2] = 0.023. Significant differences were found between RE and NE in the Stroop dot test, F(1,86) = 4.31, p = 0.041, ?[superscript 2] = 0.048, and between AE and NE in the Stroop dot test, F(1,86) = 10.402, p = 0.002, ?[superscript 2] = 0.108, and Stroop color test, F(1,86) = 6.85, p = 0.01, ?[superscript 2] = 0.074. In conclusion, acute RE and AE did not significantly improve scores on a test of mathematics, but did improve measures of cognition in comparison to an NE control.

Little is known about which curricular models and activity units are being taught in public schools. This exploratory study examined the K-12 physical education (PE) content and curricular models being implemented. Supervisors of PE recruited from one northeastern state participated in a 25-item questionnaire. Descriptive statistics and frequencies were calculated. Sixty-nine of 92 questionnaires were usable and included in the data analysis. Findings suggest that few districts were using a curricular model at the elementary (K-5) level (27%). Another common response of adopted curricular models at the elementary level was Movement Education (17.6%). At the secondary level, No Model (35%) and Fitness Education (25.6%) were common responses. Specific units such as volleyball, basketball, and weight training yielded the highest responses, while field hockey, golf, archery, lacrosse, and tennis yielded the fewest responses. The findings suggest that K-12 PE curricula may not reflect current trends and mandates. The key determinants could be a lack of curricular model use and heavy reliance upon activities known to present challenges toward standards-based education (i.e., softball). Perhaps K-12 PE and PE preparation programs can connect to effectively articulate a curriculum, and adopt and train on curricular approaches aiming to increase teacher effectiveness and reach national standards.

This article will highlight ways in which the University of Utah has collaboratively promoted and prepared doctoral students to teach and conduct research on comprehensive school physical activity programs (CSPAPs). Specifically, the article addresses the coursework, assistantships/practical experiences, and research requirements that are used to prepare Ph.D. candidates to train physical education teacher education students in all aspects of a CSPAP.

Background: Comprehensive school physical activity programming (CSPAP) has been shown to increase school day physical activity and health-related fitness. The use of goal setting may further enhance the outcomes of CSPAP. Purpose: The purpose of this study was to examine the effect of physical activity leader (PAL) goal setting on school day physical activity and cardiorespiratory endurance in low-income children from schools receiving CSPAP. Methods: Participants were 1704 children (mean age = 9.3 ± 1.6 years) recruited from 5 low-income elementary schools. The schools were stratified into schools where PALs employed goal-setting strategies and no goal-setting strategies. Schoolday step counts and progressive aerobic cardiovascular endurance run (PACER) laps were collected before CSPAP and after 36 weeks. Results: Sixth-graders who received goal setting displayed greater increases in school day step counts (? = 665 steps, P < 0.001, Cohen's d = 0.38) and PACER laps (? = 23.5 laps, P < 0.001, Cohen's d = 0.72) compared to children who did not receive goal setting. Discussion: The use of goal setting by school PALs led to greater improvements in physical activity and cardiorespiratory endurance in sixth-graders. Translation to Health Education Practice: Because physical activity and health-related fitness tend to decline as children transition into adolescence, the use of goal setting within school physical activity programming may attenuate these declines.

With the emerging trend of physical education teacher education (PETE) programs incorporating Comprehensive School Physical Activity Program (CSPAP) training to prepare preservice teachers and future teacher educators to be competent Physical Activity Leaders (PAL), little is known about the feasibility of such programs. Therefore, this study examined graduate students' (future teacher educators) and principals' experiences implementing CSPAPs through a university-school partnership model. Six graduate students served as PALs in elementary schools. Focus group discussions at 6 months and interviews at 1 year were conducted with the PALs, while 4 principals participated in individual interviews at the end of Year 1. The audio-recorded data were transcribed verbatim and analyzed inductively. Both PALs and principals experienced challenges in implementing other components of CSPAPs beyond physical education mainly due to time constraints. Collaboration and rapport building with school staff would aid in the implementation of CSPAPs. Continual feedback and supervision could improve the graduate students' skills in performing their roles as PALs in schools. As PETE programs across the United States are finding ways to prepare students to be competent PALs, this study provides valuable information for challenges and future considerations for CSPAP infusion in PETE programs., Many children do not meet physical activity (PA) guidelines. To increase the number of children who meet these guidelines, the Society of Health and Physical Educators (SHAPE America, 2015) and [...]

Study aim: Two thirds of children are not meeting recommended levels of physical activity. A solution to physical inactivity is Comprehensive School Physical Activity Programming (CSPAP). Little is known regarding the impact of a school’s physical activity leader on CSPAP effectiveness. Therefore, this study explored changes in physical activity accumulated during school hours in CSPAP schools being led by the physical education teacher compared to a stand-alone physical activity leader.

Background: The purpose of this study was to examine and compare parent preferences of before and after school physical activity program components in rural and suburban elementary schools. Methods: A discrete choice experiment was conducted to measure parent preferences for components of before/after school programs. A total of 183 parents (age = 37.2 [8.2] y, 155 females) sampled from 15 elementary schools (K–6 grades) in the Western United States took part in the study, half of which were from a rural community (n = 93, 50.8%). Results from the discrete choice experiment were analyzed using hierarchic Bayesian methodology, which estimated utility scores and was used to calculate important scores for program components. Results: The specific goal of the before/after school program was the strongest determinant of parents' stated choice overall, followed by leaders, time of day, length, and main focus. Learning sports as the physical activity goal was the top-rated attribute. Subgroup analyses revealed discrepancies between suburban and rural parents and parents of boys and girls. Conclusion: This study extends the application of discrete choice experiments to school-based programming, providing a unique way to design empirically based, stakeholder informed school programs, specifically within before and after school settings. [ABSTRACT FROM AUTHOR]

Background: Schools should provide children 30 minutes/day of moderate-to-vigorous-physical-activity (MVPA). Determining school day segments that contribute to children's MVPA can inform school-based activity promotion. The purpose of this paper was to identify the proportion of children accumulating 30 minutes/day of school-based MVPA, and to identify school day segments' contribution to children's MVPA. Methods: First-third graders (N = 323 [173 girls and 150 boys]) accelerometer-derived sedentary behaviors, light activity, and MVPA were measured for 1 to 5 school days. Children's activity was estimated during class time, lunch, physical education (PE), and recess. To explore disparities in MVPA, children were stratified into high/low-active groups. Results: Girls and boys accumulated 30.4 and 34.4 minutes/day of MVPA on PE days and 23.5 and 27.3 minutes/day of MVPA on non-PE days. This translated to 36.5 and 44.1% of girls and boys accumulating 30 minutes of MVPA on PE days and 16.3 and 36.5% on non-PE days. On PE days, PE contributed the most MVPA for girls and boys (11.8 and 13.0 minutes/day), followed by class time (11.4 and 12.5 minutes/day), recess (5.2 and 6.5 minutes/day), and lunch (2.0 and 2.4 minutes/day). Disparities between high/low children were greatest during PE and class time. Conclusions: Most children were not accumulating 30 minutes/day of MVPA. PE and class time are promising school day segments for promoting MVPA.

With the emerging trend of physical education teacher education (PETE) programs incorporating Comprehensive School Physical Activity Program (CSPAP) training to prepare preservice teachers and future teacher educators to be competent Physical Activity Leaders (PAL), little is known about the feasibility of such programs. Therefore, this study examined graduate students' (future teacher educators) and principals' experiences implementing CSPAPs through a university-school partnership model. Six graduate students served as PALs in elementary schools. Focus group discussions at 6 months and interviews at 1 year were conducted with the PALs, while 4 principals participated in individual interviews at the end of Year 1. The audio-recorded data were transcribed verbatim and analyzed inductively. Both PALs and principals experienced challenges in implementing other components of CSPAPs beyond physical education mainly due to time constraints. Collaboration and rapport building with school staff would aid in the implementation of CSPAPs. Continual feedback and supervision could improve the graduate students' skills in performing their roles as PALs in schools. As PETE programs across the United States are finding ways to prepare students to be competent PALs, this study provides valuable information for challenges and future considerations for CSPAP infusion in PETE programs.

Purpose: The purpose of this study was to determine differences in cognition between acute bouts of resistance exercise, aerobic exercise, and a nonexercise control in an untrained youth sample. Method: Ninety-four participants performed 30 min of aerobic exercise, resistance exercise, or nonexercise separated by 7 days each in a randomized crossover design. After each exercise intervention, participants were assessed using 2 cognitive tests. The Dot, Word, and Color elements of the Stroop Test (Victoria version) and Parts A and B of the Trail-Making Test were used to measure cognition. Results: Acute resistance and aerobic exercise resulted in similar improvements over nonexercise in all forms of the Stroop Test. Acute aerobic exercise led to improved performance over nonexercise and resistance exercise in Part B of the Trail-Making Test. Neither exercise intervention showed significant changes in time to complete Part A of the Trail-Making Test. Boys outperformed girls on the Stroop Dot and Color Test following acute aerobic exercise, in the Stroop Dot, Word, and Color Test following acute resistance exercise, and in the Stroop Color Test and Trail-Making Test Part B following nonexercise. Conclusions: Both acute resistance and aerobic exercise increased measures of cognition over a nonexercise control in untrained high school youth. These findings suggest the merits of acute resistance exercise as an alternative or complement to aerobic activity for educators aiming to increase youth physical activity and cognitive function concurrently.

The purpose of this article is to introduce a potentially new and exciting group of activities that can be taught in physical education. Activities based on Scottish Highland Games can be an interesting way to incorporate history and literature into the curriculum, as well as introduce students to a variety of unique physical activities. This article will look at a brief history of Highland Games and provide basic rules and modifications for their safe and fun implementation in a physical education program.

In previous studies, researchers have identified a general low level of health-related fitness (HRF) knowledge among secondary students that can effect levels of physical activity (PA). An instructional strategy that may increase HRF knowledge without decreasing PA is the personalized system of instruction (PSI). Two classes from a private urban high school in a major city within the Mountain West region of the United States participated in the 6-week study. Group 1 (n = 24) completed a unit on personal fitness using the PSI model, and Group 2 (n = 29) used a traditional DI approach. Knowledge was assessed 3 times (pre, post, 3-week follow-up) using a 45-question standardized HRF knowledge test. Class time PA was reported using a modification of the SOFIT observation system. A 2 × 3 ANOVA was used to compare HRF knowledge scores, showing a significant increase in Group 1 scores from pre- to posttest (p= 0.003) as well as significant increases in scores between Group 1 and Group 2 (p = 0.03). Physical activity results were compared using a pair-samples t test with outcomes revealing differences in class time PA levels (t = -0.27, p = 0.79). These results indicate PSI is a successful model for increasing HRF knowledge while maintaining physical activity levels.