Search

As the digital age continues to evolve, websites provide a potential way for physical education (PE) programs and schools to offer information on how they handle the topic of physical activity (Pa). Charter schooling and charter schools have become substantially prevalent over the last 30 years, and the trend does not appear to be slowing. A variety of studies to gather information about PE and PA have already been conducted (Hill et al, 2010; Kahan & McKenzie, 2020; Kahan & McKenzie, 2021; Kahan et al., 2019). Specifically, Kahan and McKenzie have performed a variety of website analyses in the state of California, content-analyzing the sites to surveil PA and PE information on school websites. Further, they have looked at school factors such as local demographics, school size, religious affiliation, and public/private/charter affiliation. By following an intended partial-replication protocol, we looked to surveil Arizona-based charter schools to study the local context of another charter 'hotspot' We collected data through data collection protocols communicated by Dr. Kahan (circa June 2019). By conducting a quantitative descriptive study, we looked at characteristics and ran binary regression models to look for inferentially underlying trends. Descriptively, most findings mirrored those of previous research, with marginal presence of any information specific to PE and PA. We found significant predictors for website information for the categories of sports, PE frequency, presence of a PE teacher, school levels, and recess. We found similarities and differences between school types, but these targeted certain factors that may be expanded on or used to guide future website analyses both in Arizona and nationally. This is significant because as the prevalence of charter schools continues to grow, it is important to keep students sufficiently physically active and physically educated throughout a school day., The National Center for Education Statistics (NCES, 2021a) reported Arizonan students to spend an average of 6.43 hr/day, 32.15 hr/week, or 5,787 hours/year at school. Given this substantial proportion of [...]

Islam supports participation in regular physical activity for health. However, various contextual factors related to the school setting, and traditional physical education curriculum and instruction may hinder full student engagement. The article's purposes are to: (1) provide an update on and implications of research conducted with US Muslim youth on school and out-of-school physical activity; and (2) provide practical suggestions for how physical educators can create an education setting that optimizes their Muslim students' engagement.

Purpose: Content analysis of school websites may reveal the degree to which schools value physical education (PE) and physical activity (PA). We used the approach to quantify Maryland's private school websites' PE/PA content and associations with school characteristics. Method: The analytic sample (n = 387) was examined for mention of PE-/PA-related content (e.g., curriculum, dosage, intramurals). Associations between content and school characteristics (e.g., grade levels offered, religious orientation) were examined using Pearson's chi-squared test. Results: PE (∼75% of school websites) was mentioned most frequently, and PA images and PE curriculum (∼30% each) were mentioned least frequently. Elementary and Catholic school websites were proportionately less and more likely, respectively, to mention various PE/PA content. Discussion/Conclusion: Representation of PE/PA content among Maryland's private schools surpassed that found in previous studies. Nonetheless, relative omission of some content may allude to PE/PA being less valued compared with other academic subjects. Follow-up with stakeholders may help elucidate factors that influence content gatekeeping. [ABSTRACT FROM AUTHOR]

Purpose: Studies tracking changes in physical education (PE) policy adherence after an intervention are scarce. In California, successful litigation against 37 school districts for not providing adequate PE time compelled district schools' teachers to post PE schedules online or on-site for 3 years. We performed a follow-up study 4 years after the expiration of lawsuit settlement stipulations to determine the level of adherence in the absence of external accountability. Methods: We reexamined the websites of all 37 school districts, 106 schools' websites that posted time information in spring 2018 (Time 1), and a proportionate 20% random sample of schools' websites (n = 150) that posted no information at Time 1. We used descriptive statistics and paired t tests to detect differences between Times 1 and 2. Discussion/Conclusion: District websites mostly maintained postings of PE time documents and information, while the proportion of Time 1 posting school websites with such content dropped by 58%–67%. At the school level, compliance to policy mandates was positively, but not permanently impacted by a lawsuit intervention. [ABSTRACT FROM AUTHOR]

Background: Physical inactivity prevalence estimates for youth and adults have been published on a global scale and for various geographical and geopolitical permutations. Only one such study has presented estimates for adults in Muslim countries, and it is nearly 10 years old. I conducted an update of this study by incorporating newer data, refining methods, and including youth estimates. Methods: I identified 47 Muslim countries with physical inactivity data for youth, adults, or both. Data were extracted by country primarily from global estimates reported by Guthold et al in 2018 and 2020 and from World Health Organization surveillance data repositories. Weighted prevalence calculations for total prevalence and by sex, ethnicity (Arab vs non-Arab), and country income group accounted for country population, study sample size, and a country's proportion of Muslims. Z tests and chi-square tests, and follow-up odds ratios and percentage deviations, respectively, were used to determine differences by sex, ethnicity, and country income group. Results: Overall physical inactivity prevalence was 84.2% (youth) and 29.6% (adults). Gaps favoring males over females were observed for youth (5.6% lower prevalence) and adults (9.6% lower prevalence). Gaps favoring non-Arabs over Arabs were observed for youth (3.9% lower) and adults (3.8% lower). No pattern emerged for country income group for youth; however, prevalence for adults trended upward across income groups from low (22.7%) to high (62.0%). Conclusions: Gaps by sex and ethnicity have narrowed since the original report and prevalence values are somewhat higher than current global estimates. [ABSTRACT FROM AUTHOR]

Purpose: Health authorities recommend schools play a major role in providing and promoting physical activity (PA). School choice legislation has led to increases in both public charter schools and private schools, and these have greater flexibility in curriculum, staffing, and other practices than traditional public schools. Most schools have public websites for informing constituents about their goals, curricula, and programs. Little is known, however, about how they use websites to provide information about and advocate for PA programs. Thus, we compared how selected PA programs were represented on public charter and private elementary school websites. Methods: We conducted a systematic content analysis of the websites of 520 public charter and 990 private schools in California that included grades 1-5 and compared how they represented PE, interscholastic sport, and other PA opportunities. Results: Websites mentioned PA programs infrequently and provided little information about them. PE was the PA program mentioned most often on both charter (30.8%) and private (71.3%) school websites, but information about its frequency, duration, curricula, and who taught it was comparatively scarce (range: charter (4.8 - 22.5%); private (11.2 - 54.8%). More private than charter school websites mentioned interscholastic sport (45.6% vs. 16.5%, p <0.001) and other extracurricular PA programs (26.8% vs. 20.4%, p =0.006). Conclusion: Although available in nearly all schools, website content about PA/PE was limited. In this regard, however, private school websites were more fully developed than those in public charter schools.

Background: Schools are important venues for providing and promoting physical activity, but little is known about how school websites are being used for these purposes. Completing a content analysis of existing school websites is essential to understanding their function and value relative to supporting physical education (PE) and physical activity. Methods: We conducted a quantitative, cross-sectional, systematic content analysis to analyze and identify correlates of the website features of 990 private elementary schools located in 325 California cities/localities. Results: Nearly all schools (98%) had a functioning website, but PE and physical activity content were displayed sparsely and inconspicuously. Regression models identified 10 predictors of website PE/physical activity content, including religious affiliation and having a separate webpage for PE. Conclusions: Websites can serve many functions, including providing information on the school vision/goals, curriculum content, class schedules, extracurricular activities, and core topics. This study is among the first to carry out a systematic analysis of school websites relative to PE and physical activity. Schools did not use the full potential of their websites to inform constituents about physical activity or to promote it. Schools should scrutinize their websites to ensure content and messaging are consistent with enabling students to engage in sufficient health-promoting physical activity.

Background: Faith-based school physical activity (PA) interventions are uncommon. Process evaluations of school PA interventions, in general, rarely include student participant voices. Purpose: We interviewed a subset of participants in Physical Activity for Lent (PAL) -- a pedometer-based virtual journey that traces Jesus's life travels -- to understand their various perceptions of the program. Methods: Twenty-two participants (77% ethnic/racial minority) in grades 6-8 representing four Catholic schools participated in focus group interviews. A combination of inductive thematic analysis and deductive analysis was used. Results: Participants claimed to be mindful of being physically active; however, their qualifications of mindfulness primarily cited external cues such as friends. Motivation for and enjoyment of PAL were strongly linked to involvement of friends as competitors and PA co-participants as well as striving to walk like/with Jesus. Expressions of gains in knowledge of and connectedness with Jesus were mostly literal. Discussion: PAL was generally well received although its premise of participants being mindful to perform PA in the spirit of Jesus was subservient to reinforcement from friends. Translation to Health Education Practice: Faith-based interventions in schools should include a strong prosocial component. School staff may need to provide verbal input and modeling of connections between physical activity and faith to deepen young adolescents' understanding of the religious purpose of such interventions.

Studies of Jewish day schools' websites regarding opportunities for students to engage in physical activity (PA) have not been published. We analyzed the content of 516 North American Jewish day schools' websites in 237 cities to ascertain mentions of sports (i.e., interscholastic) and PAs (e.g., intramural sports, PA clubs) and to determine how their prevalence differed by school religiosity, composition, and level. Overall, 41% and 45% of websites mentioned at least one sport and PA, respectively. Liberal (vs. Orthodox and Haredi), coeducational (vs. single sex), and schools with secondary grades (vs. elementary only) mentioned proportionately more sports, PA, or both.

The elementary school years are a particularly crucial time for children to engage in quality physical education (PE). Increasing the proportion of elementary schools that require daily PE is a Healthy People 2020 objective. Concerns over deficiencies in the quantity and quality of PE in California, especially in elementary schools, have been voiced for decades. For example, 48% of California elementary schools have been found to not comply with the state PE time requirements of 200 PE min/10 days (California Education Code § 51210.7) and direct observation of lessons showed teachers were providing PE an average of only 30 min/week (SDSU, 2007). California schools at that time were monitored for compliance to PE requirements only every 4 years, and schools meeting academic goals could be exempted from PE monitoring. Meanwhile, the consequences for being out of compliance were minimal, as the school had only to submit a written plan for improvement (SDSU, 2007). This situation began to change in 2010 when a California appellate court ruled in favor of a plaintiff who sought the enforcement of the state PE time requirements for his third-grade son who was receiving less PE (i.e., 80 fewer min/10 days) than the amount stipulated by law. The authors of this article examined the websites of 860 elementary schools (Grades 1 to 6)--proportionately randomly sampled from 1,208 schools within 37 school districts--between March and June 2018, a time that corresponded to the final semester that schools were required to collect and disseminate PE minute data pursuant to the settlement agreement. PE schedules were searched and assessed websites for any additional verbiage about the frequency and duration of PE when a schedule was not posted. Overall, 92 schools (10.7%) posted PE schedules on their website and an additional 14 schools provided weekly PE lesson frequency (n = 9, 1.0%) or lesson duration (n = 5, 0.6%) without providing a specific schedule. In particular, only 1.6% of the targeted schools in Los Angeles Unified School District (LAUSD), the second largest school district in the United States, posted a PE schedule. Nearly all schools across the United States now have websites that serve as "public windows" for providing up-to-date information on school goals and programs. A follow-up study in these same school districts and schools could determine long-term compliance to state statutory PE laws in the absence of litigation. Parents, physical educators, and community stakeholders interested in schools providing quality PE should examine their state's education codes for language mandating PE minutes and determine whether they are being provided in accordance with state law. If not--and if informal negotiations with school and district administrators do not resolve a PE time deficiency--there is legal precedent for utilizing litigation to ensure PE is provided as specified by law.

Purpose: Given the unequal distribution of physical activity (PA) opportunities across middle schools, alternative options for promoting it should be explored. Faith-based schools are positioned to offer religious-themed PA interventions, yet few have been reported. We replicated previous research by investigating the effects of the Physical Activity for Lent (PAL) program on change in step count ([Delta]PA) and its associations with religiosity, enjoyment, and motivation (four subscales). Method: Over the 6-week Lenten season, three Catholic middle schools' students (n = 128) participated in a randomly allocated controlled crossover trial of a pedometer-based virtual journey that followed Jesus's life path. We used the Reliable Change Index (RCI), general linear mixed models, and logistic regression to identify changes (pre- to post-Lent) in the independent variables, and their association with [delta]PA overall and of being in the highest [Delta]PA tertile. Results: Between 11.6% (religiosity) and 34.7% (external regulation) of participants' scores changed. School (School 3 > Schools 1 and 2 by ~2,400 steps/day, p < 0.001) and grade (6th grade > 7th and 8th grades by ~2,500 steps/day, p < 0.001) -- but not religiosity, enjoyment, or motivation -- were significant predictors of [Delta]PA. As RCI for intrinsic motivation and identified regulation increased, students were more (OR = 2.49) and less (OR = 0.74) likely, respectively, to be in the high [Delta]PA tertile. Conclusion: Desirable [Delta]PA was situational (i.e., school, grade) and highest [Delta]PA tertile was associated with autonomous motivation. Faith-based PA interventions may need to include additional components to realize even greater gains.

Purpose: Quality physical education (PE) reaches many objectives (e.g., knowledge, physical fitness, and physical skills) and could provide at least half the dose of recommended daily physical activity for youths if their opportunity to learn is provided according to national professional recommendations (min/week) and related state mandates. A 2015 California class-action lawsuit required affected schools to post data indicating they scheduled PE time meeting the state mandate of 200 min per 10-day period. The extent to which schools posted PE schedules on their websites and demographic factors related to their compliance was investigated in this study. Method: We performed a quantitative, cross-sectional content analysis of the websites of 37 school districts plus a random sample of 860 elementary schools in them. Z tests were used to analyze frequencies/proportions and associations among demographic (e.g., Hispanic enrollment, PE specialist) and PE schedule variables (e.g., schools meeting state-mandated PE time). Results: Twenty-two districts (59.4%) had websites with [greater than or equal to]1 page/document related to PE opportunities. Only 11% of schools posted PE schedules, an event that was associated with employing a PE specialist (p = 0.01). Of schools posting schedules, 68% specified a PE volume that met the state mandate. Meeting the mandate was independently associated with enrolling a minority of Hispanic students (p = 0.02). Conclusion: Websites can provide information about the importance/occurrence of PE; however, schools in the lawsuit did not use the potential of their websites to inform constituents either about the lawsuit or their PE programs. Non-compliant schools should adjust PE schedules to meet statutory requirements.

Background: Although there are over 26,000 private schools in the United States, little is known about the relationship of their characteristics to mandated and recommended time allocations for physical education (PE). Methods: Private secondary schools (N = 450; grades 6-12) in California completed a 15-item questionnaire related to school characteristics and PE policies and practices. Using correlational analysis and predictive modeling, we assessed the associations and influences of various factors relative to the schools meeting state (California) and national professional time targets for PE. Results: Whereas most schools fell short of meeting PE weekly time recommendations, 5 of 10 tested variables were significantly associated with schools meeting PE minutes/week targets: school enrollment, school level, having a fitness testing policy, PE class size, and not permitting exemptions for PE. Large schools and those serving high school students provided more PE and were more likely to meet PE time allocation standards. Having policies for PE minutes/week and no exemptions for PE were significantly associated with a school having all its PE classes taught by a specialist. Conclusions: Private secondary schools should consider the adoption of professional guidelines related to PE time allocations, class size, conducting physical fitness testing, employing PE specialists, and not permitting exemptions for PE.

Background: After-school programs (ASPs) have the potential to contribute to student physical activity (PA), but there is limited empirical evidence to guide program development and implementation. Methods: We used pedometry to assess the overall effectiveness of an elementary school ASP running program relative to national and state PA recommendations and to compare 2 different formats (laps vs games) on PA and energy expenditure. Results: Both running laps and running games contributed substantially to PA accrual and energy expenditure (overall 24.2 minutes of PA and 52.6 kcal during sessions averaging 37 minutes), but the formats provided different outcomes relative to PA intensity and energy expenditure. Overall PA% was higher on lap days, but MVPA% (moderate-to-vigorous PA) was higher on game days. Only game days met the stipulation that ASPs provide activities at an intensity in which MVPA% of PA = 50%. Conclusions: Both running laps and running games in an ASP can contribute to PA accrual. ASP providers should weigh the demands and outcomes of program activities, and especially consider the quality of activities, students' feelings about them, and the implementation demands on instructors.

Background: After-school programs (ASPs) have the potential to contribute to moderate-to-vigorous physical activity (MVPA), but there is limited empirical evidence to guide their development and implementation. Purpose: This study assessed the replication of an elementary school running program and identified psychological correlates of children's MVPA. Methods: We used pedometry to measure participant PA%, MVPA%, and MVPA% of PA during a 20-session alternating treatments design and examined associations between various psychological constructs and MVPA levels using odds ratios. Results: PA% (62.2% vs 76.1%, effect size [ES] = -0.65) was lower and MVPA% (33.3% vs 15.8%, ES = 0.75) and MVPA% of PA (53.6% vs 20.2%, ES = 0.91) were higher during game vs lap running conditions. The constructs of recognition, ego orientation, and expectancy beliefs distinguished between children with high and low MVPA. Discussion: The replication of results for MVPA with a different cohort provides evidence of program generalizability. Only game days met the ASP national recommendation for providing activities at an intensity of 50% MVPA% or greater. Translation to Health Education Practice: Running laps and running games both contribute to PA accrual, but they do so in different ways. ASP providers should weigh the demands and outcomes of each format.

Background: We assessed the associations of 5 school and 7 neighborhood variables with fifth-grade students achieving Healthy Fitness Zone (HFZ) or Needs Improvement-Health Risk (NI-HR) on aerobic capacity (AC) and body composition (BC) physical fitness components of the state-mandated FITNESSGRAM® physical fitness test. Methods: Data for outcome (physical fitness) and predictor (school and neighborhood) variables were extracted from various databases (eg, Data Quest, Walk Score®) for 160 schools located in San Diego, California. Predictor variables that were at least moderately correlated (|r| = .30) with =1 outcome variables in univariate analyses were retained for ordinary least squares regression analyses. Results: The mean percentages of students achieving HFZ AC (65.7%) and BC (63.5%) were similar (t = 1.13, p = 0.26), while those for NI-HR zones were significantly different (AC = 6.0% vs BC = 18.6%; t = 12.60, p < 0.001). Correlations were greater in magnitude for school than neighborhood demographics and stronger for BC than AC. The school variables free/reduced-price lunch (negative) and math achievement (positive) predicted fitness scores. Among neighborhood variables, percent Hispanic predicted failure of meeting the HFZ BC criterion. Conclusions: Creating school and neighborhood environments conducive to promoting physical activity and improving fitness is warranted.

Purpose: Interscholastic, intramural, and club physical activity (PA) programs can be important contributors to student PA accrual at schools. Few studies have assessed factors related to the provision of these extracurricular PA programs, especially in private schools. Methods: We used a 16-item questionnaire to assess the associations and influences of selected factors relative to extracurricular PA program policies and practices in 450 private California secondary schools. Associations were evaluated using contingency table analyses (i.e., chi-squared, effect size, and post-hoc analyses). Results: Six factors were associated with schools providing extracurricular PA programs: school location, level, enrollment, and religious classification and whether the physical education (PE) program met state PE time standards and was taught by PE specialists. Conclusions: Both static factors (e.g., school location, level, enrollment, and religious affiliation) and modifiable factors (e.g., meeting PE standards and employing specialists) affect the provision of extracurricular PA programs. As education is state-mandated, additional study is recommended to assess the generalizability of these findings to other states and to public schools.

This article explores how metaphorical connections between physical education and iconic brands could help professionals better articulate our mission and vision and market physical education as a brand. [ABSTRACT FROM AUTHOR]

Purpose: More than one fifth of American preschool-aged children are classified as overweight/obese. Increasing physical activity is one means of slowing/reversing progression to overweight or obesity. Measurement of physical activity in this age group relies heavily on motion sensors such as accelerometers. Output is typically interpreted through application of one of several cutpoints to quantify the amount of time spent at various physical activity levels. Cutpoint nonequivalence has resulted in widely varying estimates of physical activity. Thus, we sought to ascertain the convergent validity of four ActiGraph accelerometer cutpoints with the Observation System for Recording Activity in Children-Preschool (OSRAC-P). Method: Two studies were conducted with sixty-nine 4- and 5-year-olds during unstructured outdoor free play at a single university campus preschool in Southern California. In Study 1 ("N" = 57), percentages of time spent in sedentary behavior (SED) and moderate-to-vigorous physical activity (MVPA) were compared at the aggregate level using the two-proportion "z"-test and Bland Altman plots. In Study 2 ("N" = 12), time-matched 5-s intervals between accelerometery and the OSRAC-P were compared using percent agreement, kappa, and classification functions. Results: In Study 1, cutpoints by Sirard, Trost, Pfeiffer, Dowda, and Pate (2005) best converged with the OSRAC-P estimates of SED and MVPA. In Study 2, Sirard et al. cutpoints and those by Pate, Almeida, McIver, Pfeiffer, and Dowda (2006) were more sensitive in detecting SED and MVPA, respectively. Conclusions: Choosing a cutpoint in this age group should be based on the exposure of interest, epoch/observation interval duration, and required degree of stringency for classifying physical activity level. (Contains 2 tables, 1 figure, and 1 footnote.)

Urban middle school physical education teachers undertook action research to understand activity preferences of their sixth and seventh graders (n = 701) as they sought to modify curriculum for enhancing student engagement. Students completed an anonymous survey of basic demographic characteristics and interest in participating in 24 physical education activities. Responses were analyzed by vector analysis where the magnitude and direction of preference was taken into account to generate standardized T-scores. Difference scores were used to compare preferences by gender, ethnicity, and grade, with |T[subscript difference]| greater than 16.4 considered significant (p less than 0.05). For gender, males more preferred football and females more preferred volleyball, yoga, and jump rope than the opposite gender. For ethnicity, Hispanics more preferred soccer than Asians; and Hispanics, Blacks, and Asians more preferred their own ethnonymic games and dance activities than their counterparts. Preference differences were not found between grades. Urban physical educators--and possibly others--should consider gender- and ethnic-based preferences when making curricular content and pedagogical decisions.

Purpose: Some religions espouse doctrines that (in)directly impact physical activity (PA) behavior. Yet limited PA interventions have been tailored to religious minorities. Thus, a formative study was conducted to examine the effect of a faith-based pedometer program (Virtual Umra) on psychological correlates of PA behavior and their contribution to school-time changes in PA among Muslim adolescents. Method: Forty-three (27 girls, 16 boys; M[subscript age] = 12.3 ± 1.0 years) students at 1 Islamic middle school participated. Prebaseline and postprogram enjoyment and motivation were measured using the shortened PA Enjoyment Scale and the Situational Motivation Scale, respectively. Pedometer step counts were measured daily during a 2-week baseline and 8 weeks of Virtual Umra. The Reliable Change Index and Cohen's "d" were used to analyze individual-and group-level changes in enjoyment and motivation, respectively. Repeated-measures multivariate analysis of variance (RM-MANOVA) was used to analyze program and gender effects over time. Partial correlations examined the relationships between psychological correlates and PA change. Results: One third of the sample expressed greater enjoyment postprogram ("p" < 0.001, "d" = 0.99), while motivation was unaffected ("p" > 0.05; range, "d" = -0.02 to 0.32). RM-MANOVA revealed that boys increased their steps, whereas girls reduced their step number through the program. Enjoyment increased and extrinsic motivation and amotivation decreased. Partial correlations revealed that enjoyment and more self-determined behavioral regulations were positively associated with non-physical education (PE)-day PA change; only intrinsic motivation was positively associated with PE-day PA change. Conclusion: Virtual Umra was associated with increased enjoyment of PA but needs further modification to more positively impact girls' PA.

Purpose: Physical activity participation in physical education is compromised when students nonsuit. We investigated: (a) reasons for nonsuiting/support of policy change and whether they differed by gender, ethnicity, or grade; and (b) the likelihood of nonsuiting based on the same demographics. Method: Participants ("N" = 627) were 6th and 7th graders attending 1 urban middle school located in San Diego, CA. Students completed a questionnaire composed of 4 demographic items, level of agreement with 15 reasons for nonsuiting, and level of support of 6 proposed policy changes. Exploratory and confirmatory factor analyses were used to classify reasons for nonsuiting items and policy change items. Demographic differences among resultant factor scores and individual items were analyzed using "t" tests. Associations between factors/items and nonsuit frequency and demographics were analyzed using multinomial logistic regression. Results: Girls, Latinos, and 7th graders were more likely habitual nonsuits (= 4 nonsuits) compared with their respective counterparts. Statistically significant factor scores (reasons for nonsuiting; emotional excuses, utilitarian excuses) were higher among habitual nonsuits but were not different based on gender, grade, and ethnicity. Seventh graders and girls had statistically significantly higher policy change factor scores compared with their respective counterparts. Conclusion: Acting on student input toward reformulating suiting-out policy as well as addressing emotional excuse reasons, which are primarily under teacher control, may result in lower incidence of habitual nonsuiting.

Teacher prompting is a means to increase preschool children's physical activity. Twelve 4- and 5-year-olds at one preschool in the southwest U.S. participated in an ABA prompting intervention that utilized a bug-in-the-ear device to signal teachers to prompt sedentary children to increase physical activity level during unstructured recess. RM-ANOVA was used to analyze prompt rate across phases and visual analysis and Tau-U were used to analyze physical activity level (measured by accelerometry and systematic observation) across phases for the entire recess period (i.e., macro analysis). The latter methods were also used to compare accelerometer activity counts pre- and post prompt (i.e., microanalysis). Prompt rate was near zero at baseline; rose greater than 24-fold during intervention; and then dropped to near-baseline level at withdrawal. For observational data, sedentary activity and light and moderate-to-vigorous physical activity (MVPA) were statistically significantly lower and higher, respectively, during the intervention than at baseline/withdrawal. For accelerometry data, only MVPA was statistically significantly higher during the intervention than at baseline/withdrawal. Microanalysis revealed that post prompt physical activity rose and exceeded the light intensity threshold when teachers initiated prompts and rose but did not exceed the light intensity threshold under intervention prompting conditions. Prompting stimulates light physical activity immediately after sedentary activity is detected and decreases overall sedentary activity over an entire recess period., Adequate physical activity in the early years can help children develop fundamental motor skill competence, which can facilitate engagement in regular physical activity in the future (Stodden et ah, 2008). [...]

In this study, I conducted focus group interviews with 21 Arab American college students (9 men, 12 women; 9 Muslims, 12 non-Muslims), who were selected for extreme manifestation of religiosity or acculturation, to explore their beliefs and attitudes toward socioecological (SE) factors that facilitated and hindered their individual physical activity (PA) and body composition (I also considered body image and food and eating behavior). To analyze responses, I used a combination of deductive coding, which used levels of the SE model and demographic variable groupings, and inductive coding, to search for common themes among participants within and between research questions. Results revealed that (a) the context of physical activity participation differed by gender; (b) ideal body image was conflicted and varied by gender; and (c) consumption of cultural foods diminished along with Arab social customs related to eating. Interpersonal and cultural/community levels of the SE model were identified as primary influences, with parents regulating and instilling values backed by cultural norms to preserve Arab identity, especially in women. Finally, I identified an indeterminate adjustment period, during which immigrants transitioned between physical activity purpose/form in the Middle East and the United States. (Contains 4 tables and 2 notes.)

The majority of Americans identify with a religious faith, and the connection between religious beliefs/behaviors and health behaviors make it important to understand teachers' role and influence in this regard. The purpose of this article is to inform readers regarding (1) religious demographics in the United States; (2) the relationship between religion and health--with particular emphasis on physical activity; (3) ways that students' religious beliefs may need to be accommodated by physical educators; and (4) resources and techniques that can help teachers understand their students' religious beliefs so they can be provided appropriate opportunities to reach and maintain recommended physical activity levels. The article uses the theme of a roadmap based on an adaptation of the initials for the Automobile Association of America (AAA)--Acknowledgement, Acceptance, and Accommodation. The AAA roadmap paves the way for physical educators to navigate a path toward informed inclusion of their religious students. (Contains 1 figure and 1 table.)

The prevalence of hypokinetic disease among persons of Middle Eastern heritage is higher than whites and research on American young adults of this population is limited. Therefore 214 tertiary students of Middle Eastern descent self-reported their physical activity (PA) over a 1-week monitoring period using pedometers and daily activity logs. Daily step count averaged 9,256 (SD = 3,084) steps, while daily energy expenditure averaged 6.26 kcal/kg (SD = 4.92). Most participants reported no weekly engagement in sport (69.2%) and walk/run (52.8%) activities, and at least once-weekly engagement in conditioning (68.7%) activities. Moderately religious and highly acculturated men, and Muslims, and moderately/highly acculturated persons were more likely to average greater than or equal to 10,000 steps/day and engage in at least one sport activity per week, respectively. These findings may be related to religious and cultural issues unique to Middle Eastern American college students whose collectivist social affiliations with family and community members may facilitate or inhibit various aspects of PA behavior. (Contains 8 tables and 2 notes.)

Physical education is traditionally thought of as the primary means of providing physical activity in the school environment. However, only 17 to 22 percent of elementary schools offer daily physical education with a cumulative duration of about 85 to 98 minutes per week. Based on pedometer counts of weekday physical activity, lunch recess and other recess periods combined provide 23 to 25 percent of children's daily step count, whereas physical education provides only 8 to 11 percent (Tudor-Locke, Lee, Morgan, Beighle, & Pangrazi, 2006). Since physical education alone provides an insufficient amount of weekday physical activity, attention is increasingly being given to multifaceted, noncurricular approaches for increasing physical activity. The purpose of this article is to make general recommendations--as supported by the literature and large-scale research studies--for increasing physical activity opportunities for elementary school students through recess, extracurricular activities, and active classrooms. (Contains 2 tables.)

Physical inactivity is a serious public health problem that is associated with numerous preventable diseases. Public health concerns, particularly those related to the increased prevalence of overweight, obesity, and diabetes, call for schools to become proactive in the promotion of healthy, physically active lifestyles. This article begins by differentiating physical activity from associated concepts (e.g., physical education, physical fitness) and then summarizes the literature related to the importance of physical activity for children and the need for its promotion in elementary schools. We describe numerous opportunities for children to accrue physical activity in elementary schools (e.g., physical education classes, program integration with other subject areas, recess, extracurricular programs, and active transport to school) and provide recommendations for sound educational practice.

Flag or touch football is a popular activity unit in American secondary physical education curricula. However, unlike other sports its stigmatization as a masculine-typed activity and frequent inequitable distribution of game play opportunities at the skill positions (e.g., receiver, quarterback) results in the marginalization of female students. This article synthesizes the literature concerning the teaching and learning of football in order to make a point that without major modifications, many female students will not enjoy football nor will they improve their skill execution and tactical understanding. The article continues with organizational, instructional, and game modifications to promote equitable engagement. Lastly, results of university physical education methods majors' perceptions of the modifications are reported. At the conclusion of the football unit, males more strongly believed that teaching coeducational flag football would be more problematic; however, they also believed more strongly that the game must be modified in such situations and now knew more methods for doing so. Females also more strongly believed that the game must be modified and additionally felt more confident of successfully teaching it. At the start of the unit, female majors--as compared to their male classmates--rated themselves as less confident of successfully teaching football, rated themselves lower in skill level and knowledge, and more strongly believed that female students would be intimidated by differences in size, speed, and strength of male students. These differences were no longer statistically significant or had dissipated by the end of the unit. (Contains 2 tables.)

Overweight and obesity plague American society and their burden is shared disproportionately by minorities at all age levels. The ramifications of overweight are well documented and include chronic morbidities such as diabetes, cardiovascular disease, hypercholesterolemia, hypertension, and certain forms of cancer. Immigrants, who comprise 11% of the U.S. population and are a greater proportion of this country's minority population, experience significant increases in body mass index (BMI) after 10 years of residency in the United States; after 15 years, their prevalence of obesity resembles that of U.S.-born adults. There is concern that the increased risk of morbidity is in part attributable to immigrants incorporating more of the health-damaging behaviors associated with the native population. Epidemiologists Read, Amick, and Donato stated that "Americans of Arab descent are a population of increasing size and importance". In California, where this study was conducted, a 34% population increase of those identifying an Arabic speaking ancestry was noted between the 1990 and 2000 census. With few exceptions, the prevalence of morbidities in Arab Americans is higher than other minority groups and non-Arab Whites. Arab American women displayed higher triglyceride and lower high density lipoprotein levels than African and Caucasian Americans. In earlier studies, a high prevalence of hypercholesterolemia and overweight/obesity and a higher prevalence of diabetes in Arab Americans with lower levels of acculturation were noted. Fifth-grade Arab American youth living in Michigan showed lower prevalence of overweight (27.5% vs. 31.2%) and higher prevalence of obesity (16.5% vs. 15.8%) compared to U.S. prevalence estimates. Because of the relative lack of data on Middle Easterners' morbidity despite their growing number and influence and because most published research has been conducted in a geographically limited area of the United States, the present study was conceptualized. Therefore, the purpose of the present study was to quantify the occurrence of overweight/obesity and its sociodemographic and physical activity correlates among Arab American/Middle Eastern college students. (Contains 3 tables.)

Adequate response to mail health surveys by minority populations has proved problematic. The impact of mail survey design features utilized to promote Orthodox Jews' responses (N = 138; 82 eligible synagogue member households) to a mailed questionnaire used to measure walking behavior are described and assessed. An examination of response characteristics by wave as an estimate of nonresponse bias and calculations of response speed and cost-effectiveness were conducted. Response rates of 54.8% and 52.9% for eligible households and individuals, respectively, were accumulated by using 9 of 14 recommended mail survey techniques for this particular population (e.g., culturally appropriate salutation and closing, religious iconography, Talmudic aphorisms, and incentives linked to Hebraic numerology and the synagogue's building fund). Nonrespondents most frequently cited business, forgetfulness, or lack of topic salience as reasons for not responding. No differences on sociodemographic items and 9 of 11 continuous variables were observed by response wave; response speed was slowest in response to later mailing waves; and cost-effectiveness was maximal during postcard follow-up (E statistic = 3.74). Nonresponse bias may not be problematic with a greater than 50% response rate in this particular population. Front-loading incentives may prompt quicker response and improve cost-effectiveness. Specific design considerations for future consideration and testing are provided. (Contains 2 figures, 3 tables and 3 footnotes.)

Few studies of religiosity and physical activity (PA) correlates have been conducted; thus, a cross-sectional survey of 367 more and less religious Jewish adolescents' (M age = 12.8 years, SD = 0.9) perceptions of parental and environmental support of PA was conducted at religious day schools in two large American cities. Maternal Support, Environmental Support, and Paternal Non-Support factors were verified through confirmatory factor analysis. Factor scores were analyzed through a 2 x 2 (gender x religiosity level) multivariate analysis of variance. A significant main effect for religiosity was obtained (F = 6.93, p is less than 0.001); however, a main effect for gender and an interaction effect were not. Post hoc discriminant analysis revealed Paternal Non-Support and Environmental Support factors as differentiating more and less religious adolescents. (Contains 1 note.)

Things change in physical education, but changes are often slow and might go unnoticed. Termed the "chameleon of all curricula" (McKenzie, 2001),1 physical education has historically played a utilitarian role and has adapted both to meet societal needs and to survive as a profession. The founding fathers of physical education in North America were primarily medical doctors, and their focus on physical fitness and health has held remarkably steadfast over time. In this article, the authors traces the evolution of physical education and provides distinction between physical fitness and physical activity. The authors also discuss the role of physical education teacher educators in students' physical activity and public health. (Contains 1 table and 2 notes.)