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Objective: To test Self-Determination Theory (SDT) and examine whether employee perceptions of the workplace physical activity (PA) culture have statistically significant effects on PA behaviour and attitudes, as mediated by the three basic psychological needs. Design: Cross-sectional survey. Setting: Furniture manufacturer in the Midwest, USA. Method: Full-time employees with access to PA resources and facilities at work were surveyed (N = 546; age range = 18-65) on the following measures--demographics, independent variables (PA need supportiveness of work environment, PA norms, social support for PA, employer value of PA and importance of PA), dependent variables (PA at work, PA leisure and PA attitudes) and mediators (psychological need satisfaction in PA for autonomy, competence and relatedness). Standard univariate statistics described the study population. Structural equation modelling (SEM) assessed the associations between independent, dependent and mediator variables. Results: Results from this study indicate PA and attitude towards PA are influenced by perceptions of the environment and various aspects of workplace culture. Statistically significant paths were found within the SEM model between attitude and social support, injunctive norms and PA value; PA done at work and autonomy need satisfaction, competence need satisfaction and descriptive norms; and PA done in leisure time and PA value. Conclusion: In the sample surveyed, work PA culture influences PA behaviour and attitudes. Different aspects of work PA culture influence PA performed at work compared to PA in leisure time.

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.

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.

In October 2009, "JOPERD" published a special issue about "Engaging Urban Youths in Physical Education and Physical Activity." Seven years later, many of the considerations mentioned remain relevant, such as large class sizes, limited access to equipment, and the lack of a dedicated gymnasium or outdoor space. These structural challenges matter. Some data suggest that larger class sizes and indoor lessons are associated with students spending significantly less time in moderate-to-vigorous physical activity and with teachers spending more time on classroom management. In addition, high rates of teacher turnover, difficulties communicating with English language learners, and low self-efficacy affect teachers' ability to engage students in physical education in urban settings. The purposes of this narrative review are to identify the attributes of urban settings that influence how physical education is taught, and to provide action-oriented strategies for addressing challenges and for making the most of available resources.

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.

The purpose of this investigation was to examine one urban school district's attempt to revise their elementary school physical education offerings to promote student gains in healthy living knowledge. Specifically, the authors sought to determine if children's physical activity/fitness knowledge increased when taught by teachers engaged in a yearlong training program (at two different intensity levels) to learn about teaching a physical education curriculum (EPEC, 2000). They also investigated student differences based on teacher participation level (intensive vs. standard training) in the program. The findings should provide insight into how school districts may positively impact current levels of student physical activity/fitness knowledge as well as how different curricula and teacher training may affect that process. (Contains 3 tables.)

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, Mage = 9.1; SD =.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 <.01 to p <.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. [ABSTRACT FROM AUTHOR]