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Purpose: This study evaluated the impact of 1-day workshops on teachers' knowledge, practices, and dispositions using known characteristics of quality professional development and Guskey's five levels of professional development evaluation. Method: Eight workshops were evaluated over a 2-year period using pre/post surveys, end-of-workshop surveys, observations, interviews, and artifacts. Results: Participants reported high levels of satisfaction and trainer effectiveness scores at the end of workshops. Statistical analyses revealed improvements in four of six outcome variables 4 weeks after workshop completion: self-reported knowledge, utilization of implementation strategies, presence of a community of continued learning, and teacher efficacy. Qualitative data corroborated these results but offered mixed evidence of teacher implementation and improved student outcomes. Discussion/Conclusion: Findings confirm that 1-day workshops aligned with characteristics of quality professional development are highly valued by participants and can improve teachers' knowledge and efficacy, but teacher practice and student learning may be more difficult to influence and document.

Physical educators are often asked to promote whole-school physical activity programming beyond their scheduled class times. Previous research has supported that training in expanded roles would be beneficial during university-based physical education teacher education (PETE) training. In this qualitative study, 13 graduates from a single PETE program that has integrated expanded physical activity into programming shared information about their current programming as physical education teachers in K–12 schools. Campus visits and one-on-one interviews were included. Some practices and values learned during participants' PETE training were evident in graduates' current practices. Aligning with previous studies of professional socialization of physical educators, the resulting themes concluded that (a) strategies and resources gained during PETE training were valued and still used and (b) other ripples of influence, such as administrators and other teachers at their current placement, influenced programming. PETE programming with whole-school physical activity can lead to expanded teaching practices in schools. [ABSTRACT FROM AUTHOR]

In the age of COVID-19, online physical education (OLPE) has emerged as a major part of the day-to-day professional practice of P-12 physical education teachers and physical education teacher education (PETE) faculty. Yet little is known about what would optimize an OLPE resource from the perspective of physical educators. This study addressed this knowledge gap. A convenience sample of P-12 physical education teachers (n = 9) and PETE faculty (n = 10) was recruited to participate in six focus groups. Data were qualitatively analyzed with both deductive techniques and inductive techniques and themes across both participant groups (physical education teachers and PETE faculty) and by group were identified. Across-group themes included generally negative views of OLPE, concerns of equity and context, thoughts on assessment, and design ideas for virtual resources. Within groups, P-12 physical educators shared concerns about grading and providing meaningful feedback, whereas PETE faculty focused on ensuring that OLPE was designed and delivered considering best practices. This study builds on a nascent line of inquiry that informs the development of an OLPE resource to meets physical educators' professional needs during the pandemic and into an inevitable future where virtual teaching and learning are status quo.

Cooperating Teachers are an integral part of physical education teacher education candidates' field experience. With an increasingly diverse student population, it is important that teachers have the knowledge and skills to teach high quality, and socially-just physical education. In addition to the increased focus on equity, diversity and inclusion, the COVID-19 pandemic brought uncertainty and challenges for many teachers, as physical educators needed to navigate pandemic pedagogies, while re-examining physical education best practices. To best prepare candidates, there is a need for strong mentorship and support in fostering the development of candidates learning to teach today's students. The purpose of this paper is to reiterate the necessary skills of cooperating teachers in supporting candidates, and to encourage cooperating teachers to examine their current pedagogical practices related to teaching online physical education, the implementation of social emotional learning in the curriculum, and strategies for teaching socially just physical education to meet the unique needs of K-12 students.

Partial Comprehensive School Physical Activity Programming (CSPAP) has been studied extensively in recent years. However, there is little evidence on the efficacy and feasibility of such interventions in high school settings. Physical education teacher education (PETE) programs have been slow in preparing future physical educators for CSPAP implementation. Therefore, the purpose of this study was to assess the effects of PETE interns implementing a partial CSPAP intervention in high schools. Methods: Data were collected at three high schools during before- and during-school time periods using a direct observation instrument. The intervention consisted of PETE interns providing access to physical activity areas, equipment, and supervision with assistance from the schools' resident teachers. A hybrid multiple baseline research design was used to assess the effects of the intervention on high school students' participation and moderate to vigorous physical activity levels during the partial CSPAP sessions. Data were analyzed using both standard visual analysis of graphically plotted data and supplementary statistical treatments. Data were deemed credible based on interobserver agreement data collected across experimental phases and schools; the data were deemed trustworthy. Results: Experimental control was established as the total number of students engaged in moderate to vigorous physical activity during the partial CSPAP sessions increased substantially upon the start of the intervention. Compared with girls, boys demonstrated higher amounts of moderate to vigorous physical activity. Discussion/Conclusion: High school students respond similarly to a partial CSPAP intervention as do elementary and middle school-aged students, thereby strengthening the generalization of CSPAP-type interventions. Moreover, PETE interns can be successful in implementing a partial CSPAP in high school settings.

The World Health Organization ([WHO], 2018) encourages schools to engage with a multi-component, whole-of-school approach to physical activity promotion. However, little evidence exists describing the practices of schools that successfully promote a physically active school culture. The purpose of this study was to explore and describe the best practices of "active" secondary schools. Three schools, each in a different country (i.e. the United States, Finland, and Ireland), were identified as sites for investigation based on the presence of nationally established whole-of-school physical activity initiatives. Data were collected in one secondary school in each country and were generated from several sources including semi-structured interviews with stakeholders, field notes, three days of on-site observation, and artifact collection. Inductive analysis using open and axial coding was conducted (Corbin and Strauss, 2008). Three common themes related to best practices were evident at each site: an established school-based leader, support from the school community, and many available physical activity opportunities. Successful school-based physical activity promotion is possible if there is a motivated physical activity champion and if their promotion efforts are supported. These schools created multiple physical activity opportunities for students and have developed a strong physical activity culture.

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.

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

Movement integration (MI) has recently been highlighted as a means to contribute to children's physical activity (PA) and academic development. This study evaluates teacher and student perceptions of participating in the Moving to Learn Ireland MI programme and reports associated student PA levels. Three classroom teachers in one multi-grade school in Ireland and their students (n = 58) participated in this study. The PA Self-Efficacy Scales, Questionnaire Assessing School PA Environment, PA Enjoyment Scales, and focus group discussions were used to evaluate students' self-efficacy for PA, perceptions of the school environment, and enjoyment of the programme. Accelerometers were used to gather PA data pre- and post-intervention. Teachers completed lesson reflections, post-intervention questionnaires, and engaged in a post-intervention focus group interview. Results indicate that both teachers and students expressed their approval of MI as a teaching method. The school facilitated students to engage in PA. Light PA during class-time significantly increased by 13 minutes (±14.5) per day (p < 0.001). A significant increase was also identified for change in MVPA during class time (2.1 ± 17.2 minutes, p < 0.05). This study highlights the need for a whole-of-school approach to MI and the need to provide experiential professional development opportunities to teachers, to support their implementation of such programmes.

Within the Whole School, Whole Community, Whole Child (WSCC) model, community involvement and family engagement are distinct, yet highly connected components. According to the model, communities and families play a vital role in the learning, development and health of children and young people, with "community" being placed as an additional wrap-around concept within each of the individual WSCC components reflecting its importance. Community involvement suggests that partnerships can be created with schools to share resources and by providing volunteers who can support student learning and health-related activities. Family engagement requires that collaboration exists between families and school staff to benefit student learning, development and health. This article will describe equity-minded strategies for health and physical educators to consider when implementing community involvement and family engagement. Specific considerations for physical education teacher education (PETE) and health education teacher education (HETE) programs are also provided. Additionally, some stakeholder engagement strategies are presented and ideas of how to involve community and to engage families in a school garden project are illustrated as a case study.

In March 2020, the COVID-19 pandemic disrupted life around the world, and the (traditional) educational system came to a screeching halt. Educational systems, including physical education teacher education, moved to remote and online teaching modalities almost overnight. This shift, coupled with the cancellation of academic conferences, resulted in many physical education teacher education faculty members feeling isolated and uncertain in their pedagogical approaches. In April 2020, the PETE Collaborative was formed. Initial meetings centered on faculty-related concerns for how to modify content and provide meaningful opportunities for preservice teachers to engage in field experiences during the pandemic. As the community grew, so did the purpose of the Collaborative, which adapted to meet the needs of the members it was established to connect. Therefore, the purpose of this paper is to tell the story of the PETE Collaborative, describe its theoretical underpinnings and provide some thoughts for the future of the initiative.

Purpose: To explore undergraduate students' experiences leading and facilitating an out-of-school-time (OST) physical activity program for middle school girls. Method: Five female undergraduate students (N = 4 Black or African American) participated in semistructured individual interviews and submitted weekly reflections during their time leading the OST Girls Empowering Movement (program). The data were analyzed inductively by conducting systematic searches across interview transcripts and artifacts. Results: Four themes were generated, including: find something that they would like, sometimes it is hard to calm chaos, those girls cling to me, and this experience was really good for me. Conclusion: The findings indicate that the undergraduate students who facilitated the Girls Empowering Movement program experienced significant growth and learned the complexities involved in facilitating and leading an OST program. These findings have practical implications when considering physical activity leadership practices and experiences leading OST physical activity programming. [ABSTRACT FROM AUTHOR]

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

The aim of this paper is to provide strategies for coaches to improve their ability to implement goal setting practices with groups or teams. First, an overview of effective goal setting practices is provided. Next, a three-step goal setting system is introduced to assist when setting goals with teams. Concrete examples from a variety of different team sports are included to aid coaches in better understanding what these practices and processes look like in a team setting when implemented properly.

Convention attendance promotes professionals' development and learning. But how does someone make the most out of convention attendance? This article provides tips and tricks for professionals so they can have the best possible convention experience. These tips can be helpful for all convention attendees. The authors provide tips and tricks for before, during, and after conventions.

Background: Involving communities in school health has been purported as a practice integral to supporting a Whole School, Whole Community, Whole Child (WSCC) approach. Although community collaboration is often included in school-based health initiatives, there is little research considering methods for increasing community engagement. The purpose of this study was to identify effective school-based health interventions documenting changes in community engagement. Methods: Academic experts and school stakeholders guided procedures for a systematic review of studies published from 1987-2017 and gray literature (ie, best practice documents; policy documents, etc.) on comprehensive school health interventions including community engagement as a targeted outcome. Results: The search identified 9 studies addressing community as an outcome of school-based health interventions; types of partnership mechanisms and partners' roles were classified. Conclusions: Although involving communities is a WSCC component and commonly recommended as a strategy fundamental to school health, there is little empirical research examining effective strategies for engaging communities and engagement is often not measured as part of intervention studies. Further measurement and research in engaging communities in school health is warranted.

Within a whole-of-school approach to student wellness, comprehensive school physical activity programs (CSPAPs) offer opportunities for physical activity before, during, and after the school day. However, to successfully influence behavior and fully reap the physical, cognitive, and psychological benefits of an active lifestyle, schools must strive to embed a culture of physical activity into the fabric of the school community. The national Active Schools movement, established to provide schools with the necessary tools to ensure that all children in the United States have the opportunity to participate in 60 minutes of physical activity each day, has developed a framework for an active school culture that includes nine essential elements. This article introduces the framework and describes the open-source tools and resources offered through Active Schools to promote school-based physical activity, including foundational guidance documents, assessment tools, professional development opportunities, and a school recognition system. [ABSTRACT FROM AUTHOR]

Purpose: This study explored one physical education teacher's engagement in an online professional learning community and her perceptions of its impact on her own feelings of isolation. Sense of community theory was used as a lens to explore the data. Method: Using a single instrumental case study design, the participant of this study was a female physical education teacher. The data were collected through semistructured interviews, public tweets (Twitter), and informal participant communication (Voxer). The data were analyzed using categorical aggregation, and codes with similar meanings were combined to develop themes. Results: Three themes were evident across data sources that represented her perceptions of participation in an online professional learning community: (a) taking initiative, (b) different support systems, and (c) stages of social media participation. Conclusion: Social media can provide a sense of community for physical education teachers, allowing them to feel less isolated.

Understanding factors that influence children's participation in sport and physical activity is critical to designing more appealing youth opportunities and programmes. Whole-of-school initiatives offer one way to promote children's physical activity, but little is understood about how celebration within these initiatives influences children's physical activity behaviours. Through this study we aimed to answer the question: what are participants' experiences of physical activity-related celebration within a whole-of-school physical activity initiative? Answering this question helped us to explore the relationship between celebration and school-based physical activity participation. This study was situated within Irish primary schools (N = 14) who were working towards the award of an 'Active School Flag'. Data for analysis included each school's Active School Flag application (N = 14), individual interviews with Active School Flag coordinator teachers (N = 14) and focus groups (N = 13) with children (N = 62). An inductive approach to analysis using open, axial and selective coding was employed. Celebration was an important part of the Active School Flag process, and the messages children associated with celebration were influential in shaping their understanding of what was important in relation to their physical activity participation. Acknowledgement of the merits of competitive sport beyond the focus on winning led to more inclusive physical activity approaches. Messages indicating that effort and participation were valued alongside excellence and winning were an important source for children to consider when making judgements about physical activity participation. Findings indicate the merit of including physical activity-related celebration within whole-of-school physical activity initiatives.

A comprehensive school physical activity program (CSPAP) is a multi-component approach that aims to provide opportunities for students to meet the nationally recommended 60 minutes of moderate-to-vigorous physical activity (MVPA) per day and for students to be well-equipped to be active for life. In order for a CSPAP to be effectively implemented, it should be led by a trained physical activity leader (PAL). This review summarizes recent literature related to the roles and responsibilities of a PAL, various outlets in which aspiring PALs can be trained, and the potential effectiveness of PAL-led CSPAPs.

Physical Education Teacher Education (PETE) training has the potential to influence graduates' decisions as physical educators. Utilizing themes from Rogers' Diffusion of Innovations and Lawson's Occupational Socialization theories, we focused on graduates from a single PETE program which, beginning in 2007, began integrating content, expectations, and experiences relating to an expanded role of the physical educator such as in comprehensive school physical activity programs (CSPAPs). Purpose: The purpose of this study was to examine transfer in terms of university training leading to teaching practices in expanded physical activity programming. Method: An electronic questionnaire was sent to 335 graduates from May 2000 through May 2019. Sixty-seven graduates' questionnaires were investigated looking at perceptions of CSPAP as an innovation, current expanded physical activity (PA) offerings, and memories of PETE. Additionally, 13 participants participated in a school visit and interview which acted as a fidelity check for self-reported levels of expanded PA programming reported in the questionnaire. Results: All 67 graduates included some amount of expanded PA programming. Positive correlations were found with perception of CSPAP as an innovation, for both year of graduation and memory of PETE programming, thus students exposed to CSPAP programming during PETE were implementing components at their schools at higher levels. Conclusion: There is positive potential for professional socialization to influence graduates' practices. Perceptions of CSPAP as an innovation were positive and support the promotion of triability and starting small when PETE programs encourage expanded PA programming. [ABSTRACT FROM AUTHOR]

Increasing physical activity opportunities in schools has emerged as a global priority among school-aged youth. As a result, many countries have designed and implemented whole-of-school physical activity initiatives that seek to increase physical activity opportunities that are available to school-aged children before, during, and after school. Considering the comprehensive school physical activity program conceptual framework, this article includes a discussion of the initiatives from four countries: Finland (Finnish Schools on the Move), Ireland (Active School Flag), Poland (PE with Class), and the United States (Let's Move Active Schools). Background information, implementation strategies, best practices, development opportunities, and relevant research from each country will be presented. Exploring different perspectives sheds some light on the international landscape relative to whole-of-school physical activity promotion and provides direction for future and continued research and practice.

The purpose of this study is to describe the experiences of physical education teacher education (PETE) majors enrolled in an internship course that provided them with authentic experiences promoting and facilitating a before-school physical activity (PA) program and to examine the associated implications for PETE programs within the Comprehensive School Physical Activity (CSPAP) framework. In this study, five PETE majors were recruited to participate. Data were collected from several sources including participant observation, interviews, systematic observation, and document analysis. The results show that preservice physical educators struggled with PA promotion as a consequence of perceptions of early programmatic success, feelings of nervousness and influences of their existing beliefs about the role of the physical educator. Therefore, when considering the role of the physical educator relative to a CSPAP, PETE programs should consider making adjustments to their curricula to include experiences that allow preservice teachers to practice skills associated with out-of-class PA promotion.

The purpose of this study was to explore classroom teachers' perceptions of incorporating physical activity breaks into their classroom and to determine specific features of preferred activity breaks. These perceptions are considered within the conceptual framework of Comprehensive School Physical Activity Program (CSPAP). Twelve elementary and high school classroom teachers from one Indigenous school district participated in the study. The data were collected using semistructured interviews and teachers' reflective journals and were analyzed inductively by conducting systematic searches for patterns across data types. Emergent themes included: the need for and threats to classroom control; a preference for breaks with connections to academic content; and the importance of implementation ease and student enjoyment. The findings indicated that teachers prefer activity breaks that are easy to manage, quick, academically oriented and enjoyable for students. These findings have practical implications when considering physical education teacher education and professional development that targets classroom teachers.

Background: Recently in education, the idea of promoting student ownership has emerged as a means of authentically engaging students in their own learning. Providing them with ownership over their experiences can lead to students making a greater connection with what they are learning. In teacher education, student ownership takes the form of education belonging to the students rather than a "service" that professors are providing to them. Purpose: The experiences of pre-service teachers were explored to determine the extent to which a course taught using a social constructivist framework fostered a sense of ownership over the course content and organization. Context of the study: The inquiry took place within the context of a non-traditional, elective internship course in a physical education teacher education (PETE) program. Data Collection: Data were collected using several different methods including interview, participant observation, and document analysis. Data Analysis: Data were analyzed inductively using interpretive methods. Assertions were made based on interpretation of the data associated with the most prominent theme. Findings: The idea of ownership emerged as a prominent theme across data sources and most often emerged when interns discussed the nature of the course, and their relationships with their peers. Interpretation of the various data sources yielded the following assertions: (1) increased ownership was fostered through the nature of the course and the way it was taught, and (2) the development of a team or group atmosphere encouraged feelings of ownership among the interns. Discussion: Although hesitant at first, the interns came to enjoy the fact that the course instructor gave them the freedom to make decisions, and have in-depth discussions. In addition, they appreciated the interdependence that they developed with their peers. Consequently, they described this as being fundamentally different from all of their other PETE-related courses. The interns were able to bridge a gap from being passive participants of their education to active learners in an authentic teaching and learning process. Closely tied to this is previous research of social constructivism with respect to teaching and learning. Implications: These findings are significant because strategies have been identified that could lead to increased ownership of pre-service teachers' learning. These strategies can assist in the preparation of quality Physical Educators who are increasingly engaged, and proactive in the profession.

Background: Data-driven decision making is an accepted best practice in education, but teachers seldom reflect on data to drive their physical activity (PA) integration efforts. The purpose of this study was to explore the impact of a data-sharing intervention with classroom teachers on teacher-directed movement integration and students' PA and sedentary behavior. Methods: Teacher-directed movement behaviors from 8 classroom teachers in 1 primary school were systematically observed during four 1-hour class periods before (pre) and after (post) an intervention in which teachers individually discussed student movement data with a trained interviewer. Teachers' K–2 students (N = 132) wore accelerometers for 10 school days both preintervention and postintervention. Results: Multilevel mixed effects regression indicated a nonsignificant increase in teacher-directed movement from preintervention to postintervention (+7.42%, P =.48). Students' classroom time spent in moderate to vigorous PA increased (males: +2.41 min, P <.001; females: +0.84 min, P =.04) and sedentary time decreased (males: −9.90 min, P <.001; females: −7.98 min, P <.001) postintervention. Interview data inductively analyzed revealed teachers' perspectives, including their surprise at low student PA during the school day. Conclusions: Findings suggest that sharing data with classroom teachers can improve student PA and decrease sedentary behavior at school. [ABSTRACT FROM AUTHOR]