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On March 24, 2020, the Government of India ordered a nationwide lockdown for 21 days, limiting the movement of the entire 1.3 billion population of India as a preventive measure against the COVID-19 pandemic. Similar to other educators around the world, teachers in India instantly began plans to initiate virtual learning at a scale never seen before. The purpose of this study was to examine the lessons learned from Indian physical education (PE) teachers and provide strategies for leveraging what has been learned during the COVID-19 pandemic to improve the field of PE in India and beyond. The number of responses recorded in this study was 282 across the country with a response rate of 80.57% of whom 52 (18.50%) were female and 230 (81.5%) were male. The high percentage of males in this study mirrors the Indian population of PE teachers, of which the majority are male. Respondents completed the online survey of six Likert scale closed-ended statements and four open-ended questions that were the focus of this research. Mixed responses were received on the confidence level of use of technology now as opposed to prepandemic. Half of the respondents (51.24%) reported being comfortable using technology, and 44.83% reported slight confidence using the technology. The deductive and inductive qualitative analysis led to five themes: (a) effective instruction, (b) technology in teaching, (c) PE, (d) student experiences, and (e) general success. This study's results can be considered as an opportunity to revamp the curriculum of PE and include proper information and communication technology-related material in the PE teacher training courses. Lesson planning through a virtual mode that readies preservice trainee teachers to tackle similar types of challenges in near future can be offered during training., On March 12, 2020, the World Health Organization proclaimed a global pandemic as a result of the COVID-19 outbreak. The health, economic, and educational repercussions felt for all of 2020 [...]

Schools are focusing more on promoting physical activity (PA) before, during, and after the school day, to combat the risk factors associated with sedentary behaviors. Since attitudes impact decisions to be physically active, identifying how PA attitudes relate to established attitudes toward physical education (PE), as well as PA intentions and behaviors are important--and thus the focus of this study. Middle school students (N = 948; 45% female) completed PA behavior, PA intention, and PA and PE attitude surveys. Findings provided a better understanding of attitude theory with the identification of relationships between PA attitudes and PE attitudes, behavioral intention, and behavior. Multiple regression model results showed significant relationships between positive PA attitudes, negative PA attitudes, and PE attitudes with behavioral intention, and self-reported PA behavior. Differences between positive and negative PA attitudes were identified with positive PA attitudes most predicting intention. The results provide guidance for developing learning experiences aimed at promoting attitudes toward PA.

Background: Recess provides many physical, mental, and social benefits for students; however, the most recent systematic review examining the benefits of recess was conducted over a decade ago. The purpose of this paper was to determine the current benefits of school recess by conducting an updated systematic review of the literature. Methods: Multiple databases were systematically examined to find articles fitting the following inclusionary criteria: (a) school recess, (b) all schooling before college, and (c) recess benefits of any kind. Research was limited to literature published between June 2009 and July 2020. Results: Nine studies were included in this review. The majority of studies examined elementary-aged students. Seven studies were conducted in the United States, and 2 studies were conducted internationally. Recess provided school-aged children academic and cognitive benefits, behavioral and emotional benefits, physical benefits, and social benefits. Implications for School Health Policy, Practice, and Equity: Providing recess for all school levels positively impacts the whole child; there was no literature implicating negative impacts of recess. Conclusions: Schools can improve overall student health and belonging by redesigning and/or implementing daily recess.

Objective: The purpose of this study was to determine classroom teachers' self-efficacy towards, and perceptions of, physical activity in the classroom. Design: The study is a convergent mixed-methods design in which both qualitative and quantitative data were collected simultaneously at one time point. Setting: A convenience sample was recruited through email from two school districts to participate in an online survey and follow-up phone interview. Method: The survey consisted of demographic variables, as well as the validated 18-item Teacher Efficacy Toward Providing Physical Activity in the Classroom Scale (TETPPACS). Quantitatively, descriptive statistics were calculated to explore general relationships; qualitatively, constant comparison and inductive analysis were used to better understand teacher efficacy and perceptions towards providing physical activity in the classroom. Results: Sixteen participants (87% female; M[subscript age] = 38.4 years, M[subscript experience] =12.25 years) representing two states and 12 schools completed both measures. Participants represented all grade levels and varied in levels of general efficacy (M = 3.18, range = 1.78-4.06), student barrier efficacy (M = 3.30, range = 1.29-4.29), institutional efficacy (M = 2.92, range = 1.33-4.22) and educational efficacy (M = 3.60, range = 2.00-5.00). Three themes emerged as part of the qualitative analysis: (1) implementation barriers, (2) the face of teacher preparation and (3) knowledge and intentionality. Conclusion: Results offer further evidence of the disconnect that exists for classroom teachers as well as insights into classroom teachers' perceptions of and self-efficacy towards physical activity in the classroom.

Background: Given levels of sedentary behavior among youth, teachers have been called upon to increase physical activity (PA) by implementing classroom PA breaks. School-based interventions enacted in classroom settings have shown promise in increasing youth PA. Yet little is known about how teacher efficacy toward implementing classroom PA breaks may influence intervention effects. Purpose: Therefore, the purpose of this study was to examine how the Dearborn School Health through Integrated Nutrition and Exercise Strategies (D-SHINES) intervention, implemented across 8 schools, influenced classroom teacher's efficacy toward providing classroom PA breaks. Methods: A mixed-methods design examined classroom teachers' efficacy toward implementing classroom PA breaks and used semi-structured interviews to better understand teachers' efficacy and implementation. Results: Quantitative results indicated that teacher efficacy significantly increased over the intervention period and that general and institutional efficacy predicted higher amounts of PA breaks offered. Qualitative results suggested that to enhance teachers' facilitation of classroom PA breaks, one must tap into the institutional, student, and educational factors that constitute teacher efficacy. Implications for School Health: Designing interventions that focus on teacher efficacy toward classroom PA may be a viable way to increase PA breaks in schools. Implications for the whole school, whole community, whole child model are discussed.

The K-12 health and physical education professions are largely guided and supported by three entities. They include state departments of education, national and state professional associations, and teacher education programs (i.e., health education teacher education [HETE] and physical education teacher education [PETE]). From the outside looking in, it may seem that HETE and PETE programs are not dissimilar, yet both disciplines continue to operate largely within individual vacuums, each being historically undermined and marginalized. Therefore, questions regarding the purpose and relevance of K-12 health and physical education programs are continually raised. These common challenges may have a negative impact on recruitment of health and physical education teachers, retention of HETE and PETE programs, and ultimately the learning outcomes of youth in schools. In this article, we review critical challenges faced by both HETE and PETE programs with the hope that this can lead to collaboration, advocacy, and meaningful change.

A plethora of research has been conducted on physical activity (PA) during the school day as part of a CSPAP. Classroom activity, recess, and other school day opportunities such as active transitions, school-wide movement breaks, and drop-ins provide valuable opportunities for students to reach recommended levels of PA. In addition to the health benefits from engaging in PA during this time and decreasing bouts of sedentary behavior, positive outcomes have been demonstrated in terms of students' academic performance and social/emotional health. The purpose of this paper is to provide an overview of research conducted on PA during the school day over the past decade and offer suggestions to practitioners on efficient and effective ways to incorporate PA during school. Based on the collective efforts of researchers, we summarize the outcomes and provide the biggest "return on investment" for physical educators, classroom teachers, and PA professionals who are most likely to implement PA during the school day as part of a CSPAP.

Purpose: This exploratory study evaluated how youth healthy eating (HE) and physical activity (PA) behaviors could be influenced by a whole-of-school program, which was transformed to a virtual setting at the onset of the COVID-19 pandemic. The authors investigated how students experienced programming and the role of students' perceptions of parental support in their self-reported engagement in HE and PA. Methods: PA and HE curricula were provided across 15 schools over 12 weeks. Students (N = 879, M[subscript age] = 12.12 years, 63% female) completed a survey evaluating the value and perceptions around programmatic aspects as well as their self-reported engagement in HE and PA. Results: Multiple regression analyses revealed positive relationships between parental support for PA and student engagement, as well as positive relationships between students' self-efficacy and HE behaviors. Conclusion: Findings indicate that students utilized virtual HE and PA programming and that parent support helped to facilitate engagement in PA and HE behaviors beyond the school setting.

The purpose of this study was to investigate physical education teachers' perceptions of implementing online physical education during the COVID-19 pandemic as well as to explore their needs with regard to support for future teaching experiences. A total of 4,302 teachers completed four open-ended questions as part of a larger survey. Deductive and inductive qualitative analysis led to three themes: (a) Teachers' Proud Moments, (b) Help! So Many Obstacles, and (c) Future Challenges. Teachers stated many successes and challenges that they experienced through the COVID-19 pandemic. Many items specifically focused on use and access to technology, student participation, and meeting students' needs in various ways. Results can provide guidance for how to address the essential components of physical education in the online environment. In addition, results may provide insight to those who educate, train, and prepare teachers to teach in a virtual and/or physically distanced environment.

When COVID-19 shuttered Michigan schools, 52 elementary and middle schools statewide were in various stages of implementation of comprehensive health programs, including the integration of physical activity, physical education, and nutrition education. To support the transition to a virtual learning environment, "#HealthyKidsQuarantined" was launched, providing virtual physical activity, physical education, and nutrition education curriculum and resources. Content was distributed weekly via e-mail to teachers and families alongside a daily social media campaign that disseminated resources to a national audience. Results identified significant content usage by schools (21,300 views/downloads) and engagement through social media (9,800 views/downloads). Teachers, students, and families expressed value in the health content provided, stating it was a support needed in a time of chaos. This study suggests that providing virtual health content may be a feasible way to sustain school and family investment in comprehensive youth health. Furthermore, by utilizing multiple dissemination strategies, virtual programming may be an effective mechanism to expand reach.

This study investigated physical education (PE) teachers' experiences with remote instruction in the United States during the initial outbreak of COVID-19. PE teachers (n = 4,362) from all 50 states completed a survey identifying their experiences with remote instruction in May, 2020. Survey responses were analyzed by geographic region, district type, and school level. Teachers reported having students submit assignments (51% yes), using video instruction (37% yes), being less effective when instructing remotely (20% yes), and emphasizing student outcomes focused on health-related fitness (32% yes), and physical activity value/enjoyment (43% yes). Access to technology (40% yes) and required student assignments (43% yes) were lowest among teachers from the South. Rural teachers reported the least access to technology (37% yes) and rated themselves as least effective (24% yes). Secondary level teachers reported the highest percentage of required assignments (84% yes). Teachers' responses identify unique challenges to delivering equitable and effective remote PE instruction.

Background: Improving the academic achievement of youth in the United States is an area of interest and a critical indicator of the future success of the youth. The purpose of this study was to examine the impact of a comprehensive school physical activity and healthy eating program on 5th-grade students' academic achievement, specifically reading and math. Methods: Overall, 628 (intervention: 377, 54% girls; comparison: 251, 49% girls) 5th-grade children participated across the 6 schools in a year-long comprehensive health intervention, completing curriculum-based academic achievement measures at 2 time-points. Results: Results showed that even after controlling for class clustering, age, sex, race, and T1 reading and math variables, students' T2 reading and math achievement were significantly higher in the intervention group than the comparison group. Conclusions: Comprehensive health programming can enhance the health and academic achievement of youth.

The aim of this article is to provide solutions to the problems experienced by teachers during this period and most importantly, to provide strategies that will be beneficial in shaping the post-COVID-19 education system. Specifically, instruction, curriculum, and technology are addressed. We believe that nothing may be the same, but lessons learned from the difficulties in delivering quality physical education during these tumultuous times may allow for physical education to be even better than before.

There is a clear and well-documented link between physical activity (PA) and health. However, many youth do not participate in the recommended levels of PA in order to gain health benefits. Given the health disparities among urban youth, specifically among African American youth, and mindful of the lack of data for Arab Americans, the purpose of this study was to determine if in-school PA levels differed between European American, African American and Arab American urban elementary school children. The pilot study consisted of a sample that included 266 (107 males; M age = 9.36) fourth grade students whose in-school PA data was collected using an ActiGraph GT3X+ for six school days. Results showed male students were more active than female students, while African American and European American students were more physically active than their Arab American counterparts. This study highlights the difference of in-school PA levels of urban-minority students and discusses how urban schools should be intervening with Comprehensive School Physical Activity Programs designed for urban youth in order to prevent the onset of disease in adulthood. Health and physical educators should consider creating programs that are culturally relevant in order to increase PA levels of all youth.

The purpose of this study was to develop the Youth Physical Activity Attitude Scale (YPAAS). Questions were developed using dual-component (affective-cognitive, positive-negative) beliefs framework. Content validity was established with expert panel review. Two samples of 4th-8th grade students (51% Female; 9-14 years) completed the YPAAS (sample 1, n= 3,188; sample 2n= 679). Exploratory and confirmatory factor analyses and structural equation modeling were used to examine the construct and criterion validity of the YPASS. Results indicated a 12-item measure with positive and negative attitude dimensions. Students in upper-grade levels reported stronger negative attitudes toward physical activity compared to students in lower grades. The YPASS produced invariant scores for boys and girls. Structural equation modeling revealed that positive attitudes related to both physical activity intentions and behaviors. Overall, scores from the YPAAS were shown to be valid and reliable for capturing youths' positive and negative attitudes toward physical activity.

The youth sport system in the United States is not achieving its full potential. There is a need to reimagine this system in ways that are evidence-based, innovative, and coordinated to best safeguard and promote the well-being of young people. The purpose of this expert commentary, composed by the President's Council on Sports, Fitness & Nutrition Science Board, is to propose a set of changes across multiple levels of influence (e.g., individual, family, school, organization) that could cultivate a more developmentally sound youth sport system. By advancing the vision of the National Youth Sports Strategy to provide quality youth sport to all young people in the country, these changes have substantial potential to benefit young people. [The commentary with the 2020-2021 President's Council on Sports, Fitness & Nutrition Science Board.]

The aim of this article is to improve physical education (PE) teachers' knowledge about working with children diagnosed with cancer. Physical activity (PA) in this population is extremely important. Not only do these children have an increased risk of co-morbidities compared to healthy peers, but cancer treatment has negative effects on fitness (e.g., loss of muscle mass, impaired balance, cardiac dysfunction). A cancer diagnosis can delay motor-skill development and hinder the development of self-efficacy in sport and activity. PA can be used to attenuate treatment side effects and help children to build fitness, stamina, and confidence, enabling them to (re)join sport or group PA. Using data from a feasibility study, frequency, intensity, time, and type (FITT) recommendations are provided for children undergoing cancer treatment that provide a framework for educators to design action plans. [ABSTRACT FROM AUTHOR]

Convention refugees are individuals who have fled their home countries due to a substantiated fear of persecution. As a consequence, many young Convention refugees are disconnected from their environment as they enter schools and communities and are often misunderstood in their new country due to cultural barriers. Given the universality of human movement, the physical activity setting can be an important space through which acculturation can be fostered. The purpose of this ethnographic study was to capture the nuances and experiences of 17 Convention refugees engaged in a community program. Significant moments, at the point of data saturation, were validated through observations, ethnographic interviews, artifacts and participant observations. The process of data analysis produced four themes: (a) embodied space (b) proxemics, (c) collective sharing (d) rhythm. Through triangulation, the appearances of creative movements were captured in tandem with rhythm, thus recording individual expressions within a collective space [Paulson, S. (2011). The use of ethnography and narrative interviews in a study of 'cultures of dance'. "Journal of health psychology," 16(1), 148-157]. The exploration of cultural and situational frames through drumming and movement can attempt to build an emotional bridge to support acculturation. Creative movement is a culturally relevant way to engage individuals in dialogue by asking them to tell us what they know to be moments of truth [Oliver, K. L. (1998). A journey into narrative analysis: A methodology for discovering meanings. "Journal of Teaching in Physical Education," 17, 244-259]. This collective sharing lends itself to physical activity environments where there are opportunities to foster creativity, encourage intersectional identity, and support Convention refugee acculturation.

Purpose: To identify the role of content specificity in moderating situational interest and its relationship with physical activity (PA), we examined the between- and within-content relations of situational interest and PA in an urban elementary physical education context using fitness and basketball as comparative contents. Method: Fourth and fifth graders (N = 125) completed questionnaires and wore pedometers to assess situational interest and PA across a fitness unit and a basketball unit, respectively. Results: Based on our confirmatory factor analyses and fit indexes, situational interest, and PA demonstrated strong content specificity. Strengths of associations between the two units differed by situational interest dimensions and PA (r = 0.50). Within-content interrelations of these dimensions and PA were not consistent (X[superscript 2] Decrease = 3.40, p < 0.05). Conclusion: Our findings suggest that content specificity in physical education plays a significant role in moderating students' motivation and its function on PA.

The purpose of this study was to examine the relation between measures of students' physical well-being and self-perception and their academic achievement. Specifically, we look at students' social support for physical activity, physical activity perceptions, self-concept, self-efficacy, health behaviors, and cardiorespiratory fitness (as measured by the progressive aerobic cardiovascular endurance run [PACER] test). Students (n = 697 fifth graders) were surveyed at the beginning of the school year. A two-group path analysis revealed notable relationships between the predictor variables and proximal and distal outcomes, with some paths moderated by sex. One relationship that was significant for both sexes was cardiorespiratory fitness, as it was the only significant predictor of achievement. This effect was moderate to large for the female students (R[superscript 2 over subscript Math]=36%; R[superscript 2 over subscript Read]=15%) and small to large for the male students (R[superscript 2 over subscript Math]=26%; R[superscript 2 over subscript Math]=10%). These findings can be used to guide future research and educational prevention and intervention efforts.

The purpose was to examine academic achievement, school attachment, and peer acceptance before and after a comprehensive school-based physical activity program (CSPAP) with 378 children in 12 fourth-grade classrooms across six schools in primarily low-socioeconomic status (SES) districts of a large Midwestern metropolitan area. Both personal and normative rate of academic achievement improvement metrics were used. Overall, all students showed personal math and reading growth. However, effects varied by types of achievement indicator and comparison group, revealing noteworthy school-level demographic and implementation characteristics that are inextricably intertwined with program effectiveness and student growth. Implications, especially for minimizing generalizations, are significant.

Background/Aim: Increased knowledge, attitudes, and beliefs about a topic and behavioral capability and self-efficacy for healthy eating are often a precursor to behavior change. The purpose of this study is to determine the effectiveness of the multicomponent school-based program on children's healthy eating knowledge, attitudes, and self-efficacy for healthy eating, and on their eating habits over time. Method: Quasi-experimental (4 treatment, 2 comparison) in a metropolitan area using a pretest-posttest method. Participants were 628 fifth-grade youth (377 treatment, 251 comparison) with a mean age of 9.9 years. The Building Healthy Communities (BHC) program is an 8-month school-wide healthy school transformation program and includes six main components. Outcome measures include children's healthy eating knowledge, attitudes, self-efficacy, and behavior. Missing data were imputed, confirmatory factor analysis tested scale factor structure, and path analysis determined a parsimonious path explaining behavior change. Results: The Student Attitudes and Self-Efficacy (SASE) scale had good measurement model fit. BHC group's healthy eating knowledge and behaviors increased significantly, while SASE remained moderate. For both groups, the students' knowledge and SASE significantly predicted their healthy eating behaviors; however, the intervention group accounted for a greater amount of variance (35% vs. 26%). Discussion: The BHC program was effective in improving healthy eating knowledge and behavior among youth, and the relationship between variables did not vary by group. Healthy eating knowledge is a significant predictor of both future knowledge and behavior.

Objective: Existing research shows that sociodemographic factors are associated with dietary patterns among adolescents; however, little is known about when these relationships begin in children. The purpose of this study was to examine the relationship between dietary self-efficacy (SE) and dietary intake among children over time and by race/ethnicity, among students receiving a healthy eating and physical activity intervention. Design: Pretest-posttest questionnaire, before and after an 8-month intervention Setting: The study was conducted in a large Midwestern metropolitan area of the USA. Method: Students (N = 332, M[subscript age] = 9.1; SD = 0.61; female = 45%, Black = 46%) completed a questionnaire at the beginning (T1) and end (T2) of the school year. The Wilcoxon signed-rank test and a Mann-Whitney U test were used to determine if there were differences by group. Results: SE at T1 was associated with intake (p < 0.01 to p < 0.05; except whole grains). While there were not intervention effects over time in dietary self-efficacy or intake, findings suggest that healthy eating and self-efficacy differences do not exist in children when examined by race/ethnicity, except in the case of a composite healthy eating score with White students reporting a higher intake of healthy food and a lower intake of unhealthy food overall. Conclusion: Future research should examine when specific differences in healthy eating and SE emerge in children or adolescents in order to develop school, home and community-based interventions that effectively disrupt differences by race/ethnicity before they occur in adolescence.

Although there has been forward movement in identifying and addressing diverse learning needs, social justice education is not a significant part of the current standards for beginning teachers or K-12 students in the U.S. Throughout our standards-based history, social justice has been more of a hidden curriculum. To attain the 50 Million Strong by 2029 goal, it is vital to acknowledge that physical education is a social justice issue. Without consideration of the historical, political, and social contexts that permeate and frame physical education, along with the social identities and lived experiences of our future teachers and students, it is unlikely that this goal will be sustained. While concerns have been voiced relative to the standards-based teaching movement, in a country that espouses standards-based education, a first step in moving any educational reform forward is to formalize its inclusion in the national standards that serve to guide our discipline. A philosophical shift may be what is needed for change to occur regarding social justice education in an attempt to enhance the learning opportunities for "all" students. A forward step in creating this change is to address the research and pedagogical practices of our current physical education teacher education and K-12 programs, along with the physical education standards and policies at the national and state levels. We specifically articulate connections between social justice education and four key, interconnected research areas related to (a) occupational socialization, (b) curriculum, instruction, and assessment, (c) technology, and (d) professional development.

This study examined student health-related fitness (HRF) knowledge and its relationship to physical activity (PA). The participants were undergraduate students from a large U.S. state university. HRF knowledge was assessed using a test consisting of 150 multiple choice items. Differences in HRF knowledge scores by sex, ethnicity, and years in university were examined by ANOVA. The mean HRF knowledge test score of students was 58 out of 150 points. No significant HRF knowledge differences were found by PA levels, sex or by years in university. In conclusion, many university students have yet mastered an adequate amount of HRF knowledge and no significant relationship between HRF knowledge and PA was found. (Contains 2 tables.)

Purpose: Given the recent push to increase children's physical activity levels through whole-of-school approaches, the relationship between physical activity and academic achievement has received much attention. Therefore, this study sought to understand the relationship between academic achievement and healthy school transformations in urban elementary school children (4th grade; ~10 years old). Method: A total of 378 urban elementary students participated in an 8-month healthy school transformation that included both physical activity and nutrition programming. The Building Healthy Communities (BHC) program is a nutrition and physical activity program that has six main components: (1) principal engagement, (2) classroom physical activity and nutrition education, (3) active recess, (4) physical education, (5) healthy kids club, and (6) student leadership team. A path analysis was conducted to determine the relationship between the BHC healthy school transformation and student academic achievement. Results: The final model in the path analysis had a good model fit (x[superscript 2][subscript 20] = 28.43, p = 0.10; CFI = 0.991; TLI = 0.965; RMSEA = 0.03, 90% CI [-0.00-0.06]; SRMR = 0.03). In the final model, program fidelity was a significant predictor of students' reading comprehension rates of improvement, while students' aerobic fitness level and time two physical activity levels were all significant contributors to rates of improvement in math. Conclusions: Given recent suggestions to increase physical activity throughout the school day, understanding the relationship that comprehensive programming has on the academic achievement of children is needed. This study demonstrated a clear link between academic achievement and healthy school transformations and sets the stage for more research in this area, as well as implications for pedagogy around health and wellness in the school setting.

Background/Purpose: The prevalence of childhood obesity and school truancy are contemporary health issues, as millions of children do not attend school, when required. The purpose of this study was to determine the association between intent to be physically active, aerobic fitness, and school absences. Methods: Data from 1907 adolescents from the United States were collected during physical education. Participants completed a valid Theory of Planned Behavior survey and the FitnessGram, with the demographic data obtained from school records. Linear regressions controlling for gender, grade, free/reduced lunch, body mass index, and intent to be physically active were calculated. Results: Adolescents who had positive intentions to be physically active (P < 0.001), scored higher on the Progressive Aerobic Cardiovascular Endurance Run (PACER) test (P = 0.006), and ran faster in the mile (P < 0.001) had fewer unexcused absences compared to students who had negative intentions and lower fitness. Discussion: Adolescents with higher aerobic fitness had fewer unexcused school absences, which suggests that cardiovascular health may be a valuable contributor in decreasing adolescent health and behavior risk, specifically truancy and out-of-school suspensions. Translation to Health Education Practice: Whole-of-school approaches that align physical activities and educational experiences can help adolescents understand the benefits of physical fitness as a prevention strategy.

Background: Principals are key to the promotion of physical activity (PA) in schools. The purpose of this study was to understand how school principals' PA values, behaviors, and individual and school characteristics were associated with the presence of an active school. Methods: A representative sample of 1019 school principals in the United States was surveyed. Survey items addressed principals' values and behaviors associated with PA, individual and school demographic factors, such as years of experience and school level, and a single item asking whether principals perceived their school to be an active school (ie, provides students with opportunities to be physically active before, during, and after the school day). Significant variables from a cross-tabulation and chi-square analysis were added to a hierarchical logistic regression model to assess the predictive properties of principal values and behaviors as they relate to the presence of an active school. Results: Approximately half of principals (47%) reported having an active school. The model significantly predicted the presence of an active school but accounted for only 6.6% of the total variance. Although values toward PA and more frequent personal PA behaviors were associated with the presence of an active school within the cross-tabulation and chi-square analysis, neither variable emerged as a significant predictor in the regression model. Conclusions: Principals' personal PA values and behaviors contribute to the presence of an active school, but other variables, including years of experience and school contextual factors, are more powerful predictors. [ABSTRACT FROM AUTHOR]

BACKGROUND: Eating patterns such as breakfast consumption and fruit and vegetable intake have been associated with academic achievement and cognitive function. METHOD: The purpose of this study was to learn more about psychological (emotion‐driven eating) and behavioral (over‐eating) eating patterns and motives, and the roles of body image, academic achievement (reading and math), and social supports (peer acceptance and school attachment), among 378 fourth‐grade students (55% boys) from 14 classrooms across 6 schools within a large Midwestern urban area. RESULTS: Results were analyzed through a 2‐group (male and female) path analysis. Boys' overeating (R2 = 9%) was not significantly predicted. Their emotional eating (R2 = 22.2%) was negatively, significantly predicted by peer acceptance and interaction of peer acceptance and school attachment. Girls' overeating (R2 = 13.6%) was negatively, significantly predicted by positive body image. Girls' emotional eating (R2 = 24.1%) was negatively significantly predicted by positive body image, math scores, and peer acceptance. CONCLUSIONS: Boys' and girls' eating patterns are differentially affected by their school experiences. [ABSTRACT FROM AUTHOR]

Comprehensive school physical activity programs (CSPAPs) have been highlighted by numerous public health and education agencies for their potential to improve the health and academic achievement of American youth. A CSPAP integrates physical activity throughout the school environment before, during and after school by engaging educators, children, families and community organizations. As the design, implementation and evaluation of effective CSPAP programs has inched forward, so has the call for physical education teacher education (PETE) programs to prepare the next generation of physical educators with the skills and knowledge needed to one day lead CSPAP efforts in K-12 schools. The purpose of this article is to showcase efforts in the PETE program at Wayne State University (WSU) to embed CSPAP training into the preparation of future teachers. The WSU PETE program is in the middle of programmatic reform to integrate CSPAP content and professional experiences in three ways. First, CSPAP training is integrated into many existing courses, from content instruction to methods, using lectures, discussion and various assignments. Second, PETE students are required to engage in the CSPAP research projects being conducted by the WSU Center for School Health. Third, PETE majors are required to be certified as physical activity leaders (PALs). Together, these three CSPAP training approaches allow PETE students to learn CSPAP through traditional university-based strategies, view schools in the midst of CSPAP reform initiatives, and graduate with national-level certification as PALs.

The purpose of this cross sectional study was to predict feelings of belonging and social responsibility based on the motivational climate perceptions and contingent self-worth of children participating in urban after-school physical activity programs. Three-hundred and four elementary school students from a major Midwestern city participated. Based on multiple regression analyses we predicted 39% of the variance in feelings of belonging largely due to perceptions of leadership emotional support and task climate and 31% of the variance in feelings of social responsibility largely due to perceptions of a caring climate. Our findings support the importance of after school physical activity programs, which appear to provide nurturing environments that may contribute to feelings of belonging and social responsibility.

Background: Implementing a comprehensive school physical activity program (CSPAP) effectively addresses public health issues by providing opportunities for physical activity (PA). Grounded in the Diffusion of Innovations model, the purpose of this study was to identify how health promotion efforts facilitate opportunities for PA. Methods: Physical and health education teachers (N = 256) nationwide were surveyed using a CSPAP Index to identify teacher's efforts for providing opportunities for PA within a school setting. Results: A hierarchical regression analysis revealed total number of PA opportunities was significantly predicted by teachers' health promotion efforts, p < 0.001. Sex and years of experience were not significant covariates, p = 0.35, in the final step of the model. Accounting for teaching environments, the model was significant, p < 0.001. The strongest predictors were the promotional efforts of PA for family and community, p < 0.001, PA for staff members, p < 0.01, PA during the school day, p < 0.05, and PA before school, p < 0.05. Conclusions:To increase PA opportunities for children in schools, emphasis should be placed on health promotion. This study confirms the importance of teachers involving family, community, and staff members as co-health promoters when trying to increase PA engagement surrounding schools.

Objective: In the USA there are rising rates of obesity among children, at least in part due to unhealthy eating and physical inactivity. Implementing school-based health interventions with elementary school children focused on youth empowerment could lead to improved health environments and behaviours. The purpose of the present study was to examine elementary students' perceptions of participating in a studentled school health improvement team. Empowerment theory guided the research, specifically the concept of including participants in programming to identify possible individual-level outcomes. Design: Qualitative research. Setting: One US elementary school formed a student-led school health improvement team, focusing on healthy eating and physical activity, comprising nine students and two adult co-advisers. Methods: Data collection included 19 individual interviews with students and advisers and four nonparticipant observations of team meetings and reform initiatives. To ensure the perceptions of the research participants' guided data analysis, analytic induction was undertaken using grounded theory. Results: Students and advisers shared similar perceptions that the student-led health reform process had a significant impact on several areas of students' life skills and health behaviours. Specifically, they identified improved leadership skills (assuming responsibility, self-confidence in public speaking and pride in becoming healthy role models) and health behaviours (dietary intake and physical activity) as outcomes of their emerging identities as health reform leaders. Conclusion: This study documented previously identified psychological empowerment outcomes, such as perceived control and proactive health behaviours, and additional positive outcomes, such as peer modelling. The findings suggest that team membership may positively impact on young people, which could support the inclusion of students as leaders in future interventions.

Background: Results of prior research on social support (SS) for physical activity (PA) have been inconsistent. Purpose: The study aim was to expand the SS and PA literature by focusing on children, examining associated variables such as weight, race/ethnicity, and sex, and use objectively measured PA and inclusive targets of SS. Methods: Participants were 347 children (girls = 199; mean age = 9.4 years) enrolled in 6 schools across a large Midwestern area. Primary racial/ethnic backgrounds were African American and Caucasian. Data collection included questionnaires and accelerometry. Results: Parents provided greatest overall amount of support; however, the principal was the source most associated with in-school PA, and talking with the child about PA was the most important type of support associated with in-school PA. Though level of perceived support was similar across subgroups, SS was associated with PA for children of a higher weight status only. Discussion: SS for in-school PA may differentially benefit children. Translation to Health Education Practice: Various types and sources of support should be targeted in schools to ensure that all children benefit from efforts to increase PA during the school day, specifically emphasizing the importance of regularly talking with children about PA and school leaders' roles in encouraging PA.