Task Adaptations as a Function of Content Knowledge: A Functional Analysis.

: The purpose of the study was to investigate how teachers' pedagogical content knowledge (PCK) in the form of task adaptations differed as a function of content knowledge. : Participants were three elementary school teachers (two females and one male) and their students ( = 66). Functional analysis of instructional events (i.

Effects of Generalization of Engagement in Parkour from Physical Education to Recess on Physical Activity.

Purpose: To investigate the effect of generalization of engagement in parkour from physical education (PE) to organized and supervised recess on voluntary participation and moderate-to-vigorous physical activity (MVPA).

Method: Children received a 6-day parkour unit in PE and every two lessons they could voluntarily participate in 20-min parkour recess. Fourteen elementary school classes constituting 281 children (8-10 years old) and 16 PE teachers were randomized to either three supervised or three organized parkour recess sessions.

The Effect of Organized Versus Supervised Recess on Elementary School Children's Participation, Physical Activity, Play, and Social Behavior: A Cluster Randomized Controlled Trial.

Background: Recess strategies that increase children's physical activity and contribute to the daily 60 minutes of moderate to vigorous physical activity (MVPA) are recommended.

Methods: A cluster randomized trial was conducted to examine the effect of supervised versus organized recess on children's participation, physical activity, play, and social behavior. In supervised recess, children were free to play, and physical education (PE) teachers ensured safety.