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Purpose: Utilizing teacher socialization in physical education theory, the aim of this study was to develop a survey to measure physical education teachers’ socialization experiences and comprehensive school physical activity program involvement. Method: Instrument development included a review of existing comprehensive school physical activity program and socialization instruments, Delphi method to evaluate face and content validity through expert feedback, and a pilot test to examine the instrument’s psychometric properties. Results: Upon completion of expert feedback, three items were removed, four items were revised, and open-ended questions were added to each survey construct. The pilot test yielded 28 completed surveys (40% response rate). Bayesian exploratory factor analytic procedures showed that items had statistically significant loadings and were quality measures of the corresponding constructs. Survey subscales had acceptable and high internal consistency coefficients. Discussion/Conclusion: Results suggest that this instrument is a trustworthy tool for continued research examining physical education teachers’ socialization and comprehensive school physical activity program involvement.

Objectives: In the USA, 18% of school-aged young people are classified as obese, and rural populations appear to be particularly at risk. Achieving high levels of fitness reduces the risk of obesity and underlying health conditions. To better understand youth obesity trends and fitness levels, annual fitness testing ([FT], that is, surveillance) in schools has been recommended. Although many K–12 schools conduct FT, surveillance programmes that compile unified standardised test results are rare. Design: Qualitative design. Setting: Physical education teachers from 11 schools ( n = 13; n = 4 men) participated in remote training about conducting FitnessGram FT. Methods: Data included two semi-structured interviews per teacher on experiences with distance fitness training, implementing FitnessGram, and data entry for annual surveillance. Results: Inductive analysis using axial and open coding identified four themes: (1) barriers prior to study, (2) study training, (3) implementation challenges and suggestions and (4) teacher feedback. Teachers had an interest in FT but lacked the recommended training and equipment needed to implement it annually. Conclusion: Teachers believed the training they received (as part of this study) prepared them to collect reliable and valid data, and that FT had benefits for their students and programmes. Every teacher expressed interest in reporting annual surveillance data. Efforts to train teachers for FT through virtual professional development may be a viable means of establishing a unified surveillance system.

Purpose: To determine the accuracy of three systematic observation (SO) tools to estimate energy expenditure (EE) using different skill performance and observation intervals. Method: Three SO tools (Observational System for Recording Physical Activity in Children-Preschool, System for Observing Fitness Instruction Time, and System for Observing Play and Leisure Activity in Youth) were used to observe children (N = 42, Mage = 8.1 ± 0.7) during motor skill testing sessions. EE was measured using indirect calorimetry (COSMED K4b2). Results: Paired samples t tests, repeated-measures analysis of variance, and regression analyses were performed to compare the EE estimated from SO tools with EE measured by indirect calorimetry. The average mean difference between the estimated metabolic equivalence of task (METS) and actual METS ranged between −1.24 METS (SD = 1.62, p SD = 1.31, p Conclusions: SO tools did not accurately estimate EE during object control skill testing sessions. Physical educators should consider utilizing discrete motor skill practice to accumulate health-enhancing levels of physical activity while adhering to national standards.

Purpose: The purpose of this study was to understand how a service-learning project implementation can help preservice physical education teachers develop physical activity (PA) leadership skills. Methods: A qualitative exploratory single case study was employed, and eight preservice physical education students enrolled in service-learning course were recruited. Data included pre/post self-assessment surveys, reflection journals, individual interviews, and final poster presentations, and were coded using service-learning as a lens. Trustworthiness was established using multiple strategies. Results: Three major themes emerged, each with their own subthemes. Theme 1 was Practical Experience, Theme 2 was Learning to be Leaders, and Theme 3 was Service-Learning. Discussion/Conclusion: The hands-on structure of a service-learning course allowed students to develop PA leadership skills and provided them with the skills and confidence needed to implement expanded PA programs in the future. Service-learning courses are a viable option for PA leadership training in teacher education programs.

As student enrollment numbers continue to drop within university Physical Education Teacher Education (PETE) programs across the country, the importance of recruiting high school students into the ...

Comprehensive school physical activity programs (CSPAPs) are recommended to support physical education (PE) and increase the amount of physical activity (PA) youth receive each day. However, adoption of CSPAPs in the United States is low. PE teachers are well positioned to lead the implementation of CSPAPs, but research is needed to better understand (a) PE teachers’ confidence to assume the multiple roles involved with CSPAP implementation and (b) the factors that are associated with such confidence. This study examined PE teachers’ role breadth self-efficacy (RBSE) as a measure of PE teachers’ CSPAP-related confidence and its association with seminal life experiences as framed within teacher socialization theory. A survey was emailed to a stratified-random sample of 2976 PE teachers and distributed on social media, garnering a total of 259 responses. Exploratory structural equation modeling supported a three-factor solution for teacher socialization variables (acculturation, professional socialization and organizational socialization), in line with the theoretical framework, and a single factor solution for RBSE. Professional socialization and organizational socialization were significant predictors of RBSE, and qualitative data from open-ended survey questions supported these relationships. The results highlight the importance of preservice teacher education and current employment contexts in PE teachers’ CSPAP-related confidence.

In the wake of COVID-19, online physical education (OLPE) has become essential to the sustainability of school physical education programs. The purpose of this article is to consider factors that may be influential in efforts to deliver OLPE to students. The comprehensive school physical activity program model is used to frame a multicomponent conceptualization of OLPE and its goals and outcomes. Central to this framing is the intersectionality of school physical education, the family, and the community. This article provides a platform for physical education teacher educators and researchers to advance OLPE in its support of both the educational and public health benefits of high-quality physical education programs.

Movement integration (MI), which involves incorporating physical activity into regular classroom time, is a research-supported strategy to reduce off-task behavior and support academic performance. However, teachers’ rate of adopting MI has been slow. Teachers are more likely to adopt MI if they perceive it as compatible with their current teaching practices. Accordingly, this study examined relationships between systematically observed MI and other evidence-based classroom management practices in elementary schools. Participants were classroom teachers ( n = 12) and their students ( n = 229). Classroom observations were conducted using the System for Observing Student Movement in Academic Routines and Transitions (SOSMART) and the Brief Classroom Interaction Observation–Revised (BCIO-R). Correlational analyses showed that MI was positively associated with effective instructional management and proactive management strategies, and negatively associated with reactive management strategies and disruptive student behavior. This study demonstrated that MI and other established classroom management practices are co-occurring.

Purpose: To operationally conceptualize physical literacy (PL) for application in the United States, using a modified Delphi approach, with PL academics. Methods: A sequential, mixed methods, modified Delphi research design was employed, consisting of three phases: (a) literature analysis, (b) Delphi Survey I (22 participants), and (c) Delphi Survey II (18 participants). Data were analyzed using qualitative coding and descriptive frequency statistics. Results: PL academics’ conceptions of PL suggested a multidimensional, noncontextual, personal, holistic learning process. Qualitative analysis generated two themes: (a) “PL is” and (b) “PL is not.” Quantitative results aligned with the qualitative findings. PL concepts that achieved unanimous agreement were (a) application of knowledge to physical activity (PA), (b) value of PA, (c) autonomous participation in PA, (d) enjoyment of PA, and (e) ability to participate in PA independently. Discussion/Conclusion: PL was operationalized as an autonomous application of movement, constructed by the individual’s conception of movement and response to adversity.

In this article, we report a qualitative case study, in which we examined enablers and barriers related to the development, implementation, and sustainability of a comprehensive school physical activity program (CSPAP) aligned with the Health Optimizing Physical Education (HOPE) curriculum model at a middle school. Literature on program-diffusion and school-university partnerships guided data collection and analysis. Data sources included semi-structured interviews with the program implementation team (n = 9) and the school’s health and physical education teachers (n = 7); a focus group interview with students; documents (e.g., lesson plans), and observations. Constant comparison techniques were used to code and draw out themes from the data. Findings revealed the extensive effort needed for program implementation and highlighted the importance of strong external support mechanisms, conducting needs assessments, and training teachers to market physical activity programming. Partnerships may provide critical support for schools in their efforts to generate and sustain CSPAPs.

Studies consistently demonstrate that providing children with physical activity opportunities in the classroom is related to reduced off-task behavior. This study evaluated the impact of different activity opportunities on teacher redirects of student off-task behaviors in the academic classroom. Observations (n = 13,682) of teacher redirects and activity opportunities across the school day were conducted in one low-income school. A multi-level mixed effects logistic regression explored the likelihood of observing teacher redirects following activity opportunities. Teacher redirects were less likely to occur for up to 60 min following physical activity opportunities in the classroom. Physical activity opportunities outside of the classroom did not reduce teacher redirects. Classroom-based physical activity is a potential strategy for reducing teacher redirects of off-task behavior.

Purpose: To describe teacher’s integration of activity into general education classroom time (ie, movement integration—MI). Design: Cross-sectional, observational. Setting: Eight elementary schools in a rural, low-income school district. Participants: Elementary classroom teachers (N = 48). Measure: Classroom teachers were observed using the System for Observing Student Movement in Academic Routines and Transitions (SOSMART) on random, unannounced days during the 2015-16 academic year. Analysis: Descriptive statistics were calculated for the frequency and types of MI being used. Results: Of the 9398 SOSMART scans completed, students engaged in movement in 41.3% of the scans. Student movement was observed to be teacher directed in 14.4% and nonteacher directed in 26.9% of scans. Nonteacher-directed movement consisted mostly of transitions ( M = 99.5%) in which movement occurred as a result of preestablished classroom rules, protocols, and organization. Conclusion: This is one of the first studies to provide objective information about MI. These descriptive data lay the groundwork for future correlational and experimental research that can lead to the development of effective intervention design to increase MI use in schools.

A comprehensive school physical activity program (CSPAP) is a multi-component whole-school approach designed to assist schools in targeting opportunities for students to be more physically active a...

School administrator involvement is recognized as a key factor in the extent to which school health promotion programs and initiatives are successfully implemented. The aims of this scoping review are to: (a) Identify existing documents that contain recommendations regarding the involvement of school administrators in school-based health promotion; (b) distill and summarize the recommendations; (c) examine differences in the recommendations by targeted professional level, professional group, health promotion content focus, and by whether the recommendations are evidence-based or opinion-based; and (d) evaluate the research informing the recommendations. We drew upon the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guidelines to conduct the review. Our team conducted a comprehensive literature search with no date or geographic restrictions from January 2018 through April 2018 using four electronic databases: Academic Search Complete, Google Scholar, Physical Education Index, and PubMed. Eligibility criteria included any online documents, in English, that contained recommendations targeting school administrators’ (e.g., principals, assistant principals, superintendents) involvement (e.g., support, endorsement, advocacy) in school health programming (e.g., physical activity, nutrition, wellness). The search yielded a total of 1225 records, which we screened by title, then by abstract, and finally by full text, resulting in 61 records that met inclusion criteria. Data (e.g., recommendations, targeted contexts, targeted administrators) from these records were extracted for a content analysis. Included records contained 80 distinct recommendations, which we summarized into three themes (Collaboration, Advocacy, and Support) using a content analysis. Separate content analyses revealed no qualitative differences in the recommendations by professional level, professional group, or content focus, or by whether the recommendations were evidence-based or opinion-based. Twenty-one of the included records were peer-reviewed research articles. Using the Mixed Methods Appraisal Tool (MMAT), we appraised qualitative research articles the highest and mixed methods research articles the lowest. This review provides a basis for future research and professional practice aiming to increase school administrators’ involvement in school-based health promotion.

Background/Objective Movement integration (MI) involves infusing physical activity into normal classroom time. A wide range of MI interventions have succeeded in increasing children’s participation in physical activity. However, no previous research has attempted to unpack the various MI intervention approaches. Therefore, this study aimed to systematically review, qualitatively analyze, and develop a typology of MI interventions conducted in primary/elementary school settings. Subjects/Methods Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were followed to identify published MI interventions. Irrelevant records were removed first by title, then by abstract, and finally by full texts of articles, resulting in 72 studies being retained for qualitative analysis. A deductive approach, using previous MI research as an a priori analytic framework, alongside inductive techniques were used to analyze the data. Results Four types of MI interventions were identified and labeled based on their design: student-driven, teacher-driven, researcher-teacher collaboration, and researcher-driven. Each type was further refined based on the MI strategies (movement breaks, active lessons, other: opening activity, transitions, reward, awareness), the level of intrapersonal and institutional support (training, resources), and the delivery (dose, intensity, type, fidelity). Nearly half of the interventions were researcher-driven, which may undermine the sustainability of MI as a routine practice by teachers in schools. An imbalance is evident on the MI strategies, with transitions, opening and awareness activities, and rewards being limitedly studied. Delivery should be further examined with a strong focus on reporting fidelity. Conclusions There are distinct approaches that are most often employed to promote the use of MI and these approaches may often lack a minimum standard for reporting MI intervention details. This typology may be useful to effectively translate the evidence into practice in real-life settings to better understand and study MI interventions.

This study examined teachers’ and administrators’ perceptions of the institutionalization phase of the Carol M. White Physical Education for Progress (PEP) grant. A qualitative exploratory single case study (Yin, 2014) was utilized to examine the elements of the PEP grant that sustained or did not sustain after its conclusion, along with elements that were institutionalized and influences on this process. The findings were represented in the following three themes: (a) positive shifts, (b) backsliding, and (c) new directions, each with their own subthemes. Positive shifts includes sub-themes: (a) philosophy, (b) instruction, assessment and curriculum, (c) collaboration, and (d) respect. Backsliding includes sub-themes: (a) wellness team functioning, (b) the loss of PD and collaboration time, and (c) reduced data collection. New directions includes sub-themes: (a) mastery learning, (b) during school physical activity, (c) stress, and (d) administrative support. The factors that were institutionalized were quality physical education leadership roles, change in teachers’ philosophies that influenced their instruction and assessment, and garnered administrative support. These elements were embedded into the physical education program and the school so much so that principals now expect the same type of programming from any new hire.

This study examined the views of elementary classroom teachers (CTs), preservice CTs (PCTs), and course instructors who were involved with a university course that drew upon principles of constructivism and SL to prepare preservice CTs to use MI. Focus groups were thematically analyzed using constant comparison techniques to identify perceived successes and challenges of the course. Findings centered on three major themes, including real-world context, learning embedded in a social context, and scaffolding. This study adds to the emerging research base on school-university partnerships to support both preservice and inservice educational initiatives to generate and sustain physically active school communities.

Purpose:The purpose of this study was to examine preservice physical education teachers’ (PPET) service learning experiences planning and implementing course assignments aligned with comprehensive school physical activity program (CSPAP) recommendations.Methods:Based on service learning principles, PPETs (N = 18) enrolled in a physical education methods class planned, implemented, and reflected on physical activity promotion events before, during, and after school for youth, staff, and parents. Data sources included focus group interviews, written reflections, field notes, and artifacts. Constant comparison techniques and triangulation guided data analysis and interpretation to identify overarching themes describing the PPETs’ successes, challenges, and lessons learned.Results:Four themes were identified: (a) outcomes with youth, parents, and staff, (b) communication, (c) planning and preparation, and (d) priorities and possibilities.Discussion/Conclusion:This study provides insight into the feasibility and outcomes of CSPAP-related service learning for PPETs, and uncovers promising aspects as well as potential issues with CSPAP implementation.

This article will discuss ideas related to some of the practices that have developed in the field during the COVID-19 pandemic that may allow us to evolve as educators once this global health crisi...

Many children in the United States fail to meet the national recommendations for daily moderate-to-vigorous physical activity (MVPA). However, children with disabilities are more sedentary than their typically developed peers. Comprehensive school physical activity programming (CSPAP) is a whole-of-school approach to provide children with opportunities to participate in 60 minutes of daily MVPA. Meeting daily MVPA requirements is central to SHAPE America's 50 Million Strong by 2029 vision, which seeks to meet its goal by reducing diseases associated with sedentary behavior. Given the well-documented health-related fitness benefits of achieving 60 minutes of daily MVPA, it is imperative that all children, including those with disabilities, have access to programs like CSPAPs. Universal design for learning (UDL) is evidence based and ensures the inclusion of all children. The purpose of this article is to operationalize UDL in the context of CSPAPs so that all physical education professionals can collaborat...

Movement integration (MI), which involves infusing physical activity (PA) into regular classroom time in schools, is widely recommended to help children meet the national guideline of 60min of PA each day. Understanding the perspective of elementary classroom teachers (ECTs) toward MI is critical to program planning for interventions/professional development. This study examined the MI perceptions of ECTs in order to inform the design and implementation of a school-based pilot program that focused in part on increasing children's PA through MI. Twelve ECTs (Grades 1-3) from four schools were selected to participate based on their responses to a survey about their use of MI. Based on the idea that MI programming should be designed with particular attention to teachers who integrate relatively few movement opportunities in their classrooms, the intent was to select the teacher who reported integrating movement the least at her/his respective grade level at each school. However, not all of these teachers agreed to participate in the study. The final sample included two groups of ECTs, including eight lowest integrating teachers and four additional teachers. Each ECT participated in an interview during the semester before the pilot program was implemented. Through qualitative analysis of the interview transcripts, four themes emerged: (a) challenges and barriers (e.g., lack of time), (b) current and ideal resources (e.g., school support), (c) current implementation processes (e.g., scheduling MI into daily routines), and (e) teachers' ideas and tips for MI (e.g., stick with it and learn as you go). The themes were supported by data from both groups of teachers. This study's findings can inform future efforts to increase movement opportunities for children during regular classroom time.

This viewpoint explores what specific experiences DPETE students may need outside of research and teaching and suggests the lack of experience managing service responsibilities can create a situati...

Being a first-year faculty member or an un-tenured faculty member presents its own set of unique challenges. Further compounding this challenge, is being a solo faculty member in a program. As a pr...

Purpose: A systematic review was conducted to identify facilitators and barriers to movement integration (MI) in elementary school classrooms. Method: Online databases (Educational Resources Information Center, Google Scholar, PsycINFO, and PubMed) served as data sources for the study. Following the PRISMA guidelines, relevant published research on MI was identified and screened for inclusion in a qualitative synthesis. Content analysis of the included articles (N = 28) was used to identify themes of MI facilitators and barriers. Facilitators and barriers were then categorized using a social-ecological framework. Results: A total of 12 themes of MI facilitators and barriers were identified and categorized into two social-ecological levels: institutional factors (e.g., administrative support, resources) and intrapersonal factors (e.g., teacher confidence, ease of implementation). Conclusion: This review can inform research and practice aimed at supporting the implementation of MI in elementary clas...

Movement integration (MI), which involves infusing physical activity (PA) into general education classrooms, is an evidence-based strategy within whole-of-school approaches for helping children meet the national PA guideline of at least 60 min per day. This study evaluated an MI training delivered in a low socioeconomic elementary school that had recently invested in three movement facilitative classrooms (a kinesthetic classroom and two activity labs). We investigated (a) the training’s fidelity in meeting recommended best practices for professional development and (b) school professionals’ perspectives of the training. Eight school professionals participated in the study, including five classroom teachers, two activity lab supervisors, and the principal. The researchers used a video of the training to rate the fidelity of the training to best practice recommendations. Interviews, field notes, and informal conversations with participants were qualitatively analyzed for themes. The training received a total fidelity score of 42%. Qualitative findings highlighted participants’ varied perspectives of the training’s purpose, challenges associated with the training and future recommendations for MI trainings. For MI trainings to be a valuable asset in increasing teachers’ value and effective implementation of MI, trainings need to be designed to be in line with best practice recommendations and teachers’ perceived needs.

Universities have seen a steady decline in students enrolled in teacher education programs. This also includes physical education teacher education (PETE) programs, which directly affects the futur...

This study examined the amount of PA (physical activity) students obtain during college PA class-es and reasons for enrolling in classes. Accelerometers measured PA levels of participants (n=66) in nineclasses (archery, flying-disc, jogging, karate, spinning, swing dance, weight-training, Tai Chi, yoga) acrosssix time points during one semester. Only one (flying-disc, period 3) of the 54 class periods accumulatedenough PA to meet PA recommendations. Participants indicated reasons (e.g., increase PA) for takingthe courses. Students did not obtain high levels of PA during course meeting times. College PA instructorsshould design courses to maximize time spent in PA.

Movement integration (MI) is a strategy within comprehensive school physical activity programs (CSPAP). School-university partnerships are recommended to leverage teachers’ capacity to use MI. A mixed method process evaluation was conducted of the first year of implementing Partnerships for Active Children in Elementary Schools (PACES). Classroom teachers (N = 12) from four schools participated. Data were collected in Fall 2014 (baseline) and Spring 2015 (∼ four months of intervention) using the System for Observing Student Movement in Academic Routines and Transitions and semi-structured interviews. There were no significant differences between intervention classrooms and control classrooms MI promotion. Differences approaching significance (U = 5, p = 0.04, d = 1.2) were observed when comparing classrooms that received two (community of practice, community-based participatory research) or three components (two components plus service learning) of the intervention and classrooms that received one (community of practice) or no components. Qualitative findings revealed that teachers in classrooms that were more successful responded more favorably to the intervention components than teachers in classrooms that were less successful. Quantitative and qualitative results supported the effectiveness of community-based participatory research as a component of PACES. This study provides information about MI process variables in the context of a CSPAP intervention.

Purpose: To evaluate the impact of the pilot study Partnerships for Active Children in Elementary Schools on the percentage of children achieving the Institute of Medicine guideline of 30 minutes of moderate-to-vigorous physical activity (MVPA) during the school day. Design: Pre/multiple post-quasi-experimental. Setting: Four elementary schools. Participants: Physical education (n = 3) and classroom teachers (n = 12) and students (n = 229). Intervention: Partnerships for Active Children in Elementary Schools was a multicomponent, theory-driven intervention facilitated through school–university partnerships. Intervention approaches included communities of practice, community-based participatory research, and service learning. Measures: Accelerometer-derived percentage of children accumulating 30 minutes of MVPA during the school day. Analysis: Multilevel mixed-effects regression estimated MVPA differences over time. Results: Compared to control, a 2.4% (95% confidence interval [CI]: −0.0% to 4.8%) and 8.8% (95% CI: −0.3% to 15.4%) increase in the percentage of time girls and boys engaged in MVPA during the school day was observed. The percentage of boys and girls in the intervention group achieving 30 minutes of MVPA/day increased from 57.5% to 70.7% and 35.4% to 56.9%, respectively. Boys and girls in the control group decreased from 61.5% to 56.4% and 52.6% to 41.9%, respectively. However, these changes did not reach statistical significance. Conclusion: Partnerships for Active Children in Elementary Schools demonstrated meaningful impact on children’s MVPA during the school day by increasing boys’ and girls’ MVPA. However, additional strategies may be required to help schools achieve the Institute of Medicine guideline.