Comparing the impact of the Sport Education model on student motivation in Kuwaiti and American students.

Background: Sport Education (SE) stands as the most researched pedagogical model in physical education. While researchers have consistently underscored its capacity to improve student motivation in physical education, a gap remains concerning its implications in Arab nations. Moreover, no studies have been identified comparing the outcomes of SE between the U.

High School Athletes' Use and Knowledge of (Safe) Nutritional Supplement Use: An Exploratory Study.

The use of nutritional supplements can lead to doping risk and no data exist on high school athletes' use of certified third-party tested supplements. A cross-sectional cohort design was developed using an anonymous survey. Descriptive data for supplement use, use of third-party tested supplements, and knowledge in high school athletes were reported.

The Development and Efficacy of a High School Athlete Education Program for Safe Nutritional Supplement Use.

Many high school athletes report using nutritional supplements. Due to a lack of education at the high school level, the use of safe for sports third-party tested nutritional supplements may be limited. To determine the impact of a short online nutritional supplement education program on safe dietary supplement behavior a cross-sectional repeated measures design was used.

Fishing Downstream: Does CSPAP Promotion During PETE Transfer to Teaching Practice by K-12 Physical Educators?

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). : The purpose of this study was to examine transfer in terms of university training leading to teaching practices in expanded physical activity programming.

2021 Charles H. McCloy Lecture: "You're Not in Kansas Anymore" by Charles H. McCloy.

In this article I envision how Charles H. McCloy might assess the current state of kinesiology in relation to how it evolved from its parent profession of physical education into a field comprised of the scientific enterprise of kinesiology, as well as the related professions and professional preparation programs. I use my interpretation of his scholarship years ago to imagine how he would respond to important developments and advances in the scientific basis of human movement.

Essential Components of Physical Education: Policy and Environment.

: Physical education policies provide guidance and accountability to develop quality programs that increase physical literacy. The purpose of this study was to conduct a systematic review of physical education policy research to explore its effects on the school environment and programming as an essential component of physical education. : Using the PRISMA guidelines of identify, screen, determine eligibility, and include, studies were extracted from four different databases, using search terms related to the essential physical education component of policy and environment.

Rationale for the Essential Components of Physical Education.

: This introductory article provides the context and rationale for conducting systematic literature reviews on each of the essential components of physical education, including policy and environment, curriculum, appropriate instruction, and student assessment. : Four research teams from Doctoral Physical Education Teacher Education programs (D-PETE) conducted these systematic reviews using the PRISMA guidelines process. : This article explains the role of the national framework for increasing physical education and physical activity (i.

Off-Hours Facility Use in Public High Schools: Physical Activity Potential vs. Reality.

: Public high school campuses in the United States are generally built with multiple dedicated physical activity facilities from soccer fields to swimming pools. When viewed from a community health standpoint, these campuses hold great potential (if accessible) in providing community members spaces where they can engage in physical activity during non-school hours. Guided by the Social-Ecological Model (SEM) the purpose of this study was to assess access to and use of all physical activity areas on public high school campuses during non-school hours on weekdays and weekend days.

Physical Education Preservice Teachers' Perceptions About Preparation for Comprehensive School Physical Activity Programs.

Purpose: Physical educators may be the responsible people for implementing comprehensive school physical activity programs (CSPAPs) in schools. However, it is unclear whether physical education teacher education (PETE) programs provide the relevant learning opportunities to preservice teachers for CSPAP implementation. The purpose of this study was to understand preservice teachers' perspectives and experiences of CSPAP preparation in their PETE programs.

Developing the System for Observing Behavioral Ecology for Youth in Schools Instrument.

Background: Behavioral support may be effective in increasing physical activity (PA) in school settings. However, there are no data collection systems to concurrently record PA and behavioral support. This paper describes the development and validation of the System for Observing Behavioral Ecology for Youth in Schools (SOBEYS)-an instrument used with existing observation systems to record PA within a behavioral ecological context.

Environmental and Behavioral Influences of Physical Activity in Junior High School Students.

Background: Increasing access and opportunity for physical activity (PA) in schools are effective; however, not everyone experiences the same effects. Prompting and reinforcement may encourage more frequent participation in recreational PA during the school day. The purpose of this study was to investigate a lunchtime PA intervention on whole school PA participation and whether behavioral support enhanced these effects.

Step Counts on Weekdays, Weekends, and During Physical Education of Navajo High School Students.

Background: Understanding the physical activity patterns of youth is important for the implementation and evaluation of programming and interventions designed to change behavior. To date, little is known about the objectively measured physical activity patterns of Native American youth. Therefore, the purpose of the study was to examine the step counts of Navajo youth during weekdays, weekend days, and physical education classes.

Before-School Running/Walking Club and Student Physical Activity Levels: An Efficacy Study.

Purpose: Before-school programs, one of the least studied student-related comprehensive school physical activity program (CSPAP) components, may be a promising strategy to help youth meet the physical activity (PA) guidelines. This study's purpose was to examine: (a) how much PA children accrued during a before-school running/walking club and during the school day, (b) whether children compensated for the PA accumulated in the before-school program by decreasing their school-day PA, and (c) potential sex and body mass index (BMI) differences.

Method: An alternating treatments design with a baseline phase was first conducted at a private school (School A) and was subsequently replicated at a public school (School B).

Before-school running/walking club: Effects on student on-task behavior.

Before-school programs provide a good opportunity for children to engage in physical activity (PA) as well as improve their readiness to learn. The purpose of this study was to examine the effect of a before-school running/walking club on elementary school children's on-task behavior. The study employed a two-phase experimental design with an initial baseline phase followed by an alternating treatments phase, and was first conducted at a private school (School A) and subsequently replicated at a public school (School B).

Top 10 research questions related to assessing physical activity and its contexts using systematic observation.

Numerous methods are available to assess physical activity (PA) but systematic observation (SO) excels in being able to provide contextually rich data on the setting in which the activity occurs. As SO is particularly useful for determining how activity is influenced by the immediate physical and social environments, its use is becoming more popular. Observation tools have the advantages of flexibility, high internal validity, low inference, and low participant burden, while their disadvantages include the need for careful observer training and recalibration, inaccessibility to certain environments, and potential participant reactivity.

The ambiguous role of the paraeducator in the general physical education environment.

The use of paraeducators has increased as a main mechanism to include more students with disabilities in the public schools in the U.S. Although the utilization of paraeducators is intended to be a supportive service delivery option, many concerns and challenges have resulted.

Pedometer-determined segmented physical activity patterns of fourth- and fifth-grade children.

Background: The need to understand where and how much physical activity (PA) children accumulate has become important in assisting the development, implementation, and evaluation of PA interventions. The purpose of this study was to describe the daily PA patterns of children during the segmented school-week.

Methods: 829 children participated by wearing pedometers (Yamax-Digiwalker SW-200) for 5 consecutive days.