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While 83% of Canadian universities identify global citizenship education as a top five priority and 97% provide opportunities for their students to participate in study abroad, only 3% of students take advantage in any given year. Faculty-led study abroad courses that are for-credit, short in duration, focused in a student's disciplinary area of study, peer based, well supervised, and based on pre-established partnerships and relationships with local stakeholders can be effective in providing global citizenship education. This paper explores the facilitation of faculty-led international study abroad for those studying in kinesiology and related fields. We make eight recommendations based on having led hundreds of students in for-credit kinesiology courses in international settings over the past 20 years. These recommendations are: (1) engaging students in faculty research; (2) group dynamics; (3) preparation; (4) local partnerships; (5) decision-making and communication; (6) teachable moments; (7) preparing to return home; and (8) assessment as learning. These recommendations, while not exhaustive, are meant to provide colleagues with "insider information" based upon our collective experience.

The objectives of this study were (a) to examine students' motivational experiences arising from their participation in games lessons based on autonomy-supportive strategies; and (b) to examine the interaction between boys' and girls' motivational experiences across different categories of games. A total of 759 students (380 F, 379 M) from 37 classes (grades four to seven) were taught a lesson from one of four game categories (i.e. target, net/wall, batting/fielding, invasion) using autonomy-supportive techniques. Following the lessons children completed various measures to assess their motivational experiences. Significant between-subject differences did emerge for both gender and games category. Girls reported higher levels of optimal challenge, perceived autonomy-support, and enjoyment whereas boys reported higher levels of perceived competence. For the games category, participants reported higher levels of self-determined motivation in net/wall games whereas invasion games received the lowest motivational ratings of the four games categories. (Contains 4 tables and 1 note.)

The article discusses the impact of the Champions for Health Promoting Schools program on the children from Antigua. It mentions that the school programs play a vital role in offering, learning opportunities, that helps in protecting and promoting the dignity of human life and freedom. It mentions that the health promoting schools are characterized into various categories under the World Health Organization (WHO).

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