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Purpose: Classroom-based physical activity (PA) provides students the opportunity to achieve PA recommendations. However, limited research has examined grassroots efforts for classroom-based PA. The purpose of this study was to share the story of a grassroots initiative to increase PA during school, titled the 150 Project. Methods: Narrative inquiry was used to draw on participants shared experiences to bring the story into existence. Individual interviews were conducted (n = 4, project developers; n = 9, elementary classroom teachers). Interview data were coded to reveal connections and relationships between the participants' stories to form a narrative. Results: The narrative is told by explaining (a) challenge (achieve PA recommendations), (b) action steps (project design), (c) outcomes (student, teacher, and school), and (d) moral of the story (need valid data and increased advocacy for during-school PA). Discussion/Conclusion: The 150 Project successfully trained classroom teachers to increase PA and advocate for PE, but the project is unsustainable without additional support systems. [ABSTRACT FROM AUTHOR]

Background: Sedentarism is uniquely associated with numerous health problems (e.g., obesity). School-age youth spend a considerable portion of their time being sedentary, although relatively little attention has been given to examining youth sedentary time or behaviors during school.Purpose: This systematic review and meta-analysis examined sedentarism (time, behaviors) in children and adolescents during school hours. Methods: Two separate electronic-databases searches were conducted. The first focused on sedentary time and looked for studies that: (1) were conducted in the U.S., (2) targeted the K-12 setting during school-day hours, (3) were an intervention, (4) included objective measures, and (5) reported sedentary outcomes as a time-based metric. The second search focused on sedentary behavior and looked for studies that: (1) were conducted in the U.S., (2) targeted the K-12 setting during school-day hours, and (3) included reporting of sedentary behaviors. A pooled estimate of percent-time spent sedentary was calculated. Results: On average, youth spent 63% of their time in school sedentary. There were no studies that met the inclusion criteria for the sedentary behavior portion of the review. Discussion: The limited number of studies found that report sedentary-time, coupled with the absence of studies describing sedentary behaviors, suggests that further descriptive research is needed to understand school-based sedentarism in youth. Translation to Health Education Practice: Professional development for school staff and intervention work should encompass sedentary time and behaviors across the school day.

University and local K-12 school partnerships are essential for physical education teacher education (PETE) programs, as they provide valuable avenues for practicum and student teaching experiences. In addition, practicums within K-12 schools provide valuable opportunities for PETE students to develop physical activity leadership skills. Thus, it is essential to create sustainable and mutually beneficial university and school partnerships. One way to do so is through service-learning, which focuses on equal partnerships between K-12 schools, the university, and other parties involved (e.g., university students, community members). However, it can be challenging to develop meaningful field and service-learning experiences for pre-service teachers (PST) due to a myriad of reasons (e.g., location, resources). This article discusses strategies for community, K-12 school, and university partnerships using a service-learning approach. Recommendations for developing sustainable partnerships are also provided. [ABSTRACT FROM AUTHOR]