Sustainability Requires Many Faces of Support.

: This study focused on the sustainability of a school-wide health behavior intervention in rural schools in the Southwestern US. Informed by the seven premises of Theories of Action with Merit, the purpose of this study was to investigate which portion(s) of a five-year, school-wide health behavior intervention were still in practice (i.e.

Classroom Teachers' Perceived Barriers to Implementing Comprehensive School Physical Activity Programs (TPB- CSPAP): Instrument Development.

Although physical education teachers generally act as the physical activity champion and promote adherence to whole-school physical activity programs, classroom teachers manage the majority of students' access to movement throughout the school day. To support the adoption of a whole-school physical activity program, this study developed an instrument that identifies barriers perceived by classroom teachers related to adopting this type of program in their school. A four-step process provided the conceptual framework for this instrument development (literature review, expert review, quantitative evaluation, and validation).

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.

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.

The Effectiveness of Equipment Provisions on Rural Middle School Students' Physical Activity During Lunch Recess.

Background: Environmental provisions can boost students' discretionary participation in physical activity (PA) during lunchtime at school. This study investigated the effectiveness of providing PA equipment as an environmental intervention on middle school students' PA levels and stakeholders' perceptions of the effectiveness of equipment provisions during school lunch recess.

Methods: A baseline-intervention research design was used in this study with a first baseline phase followed by an intervention phase (ie, equipment provision phase).

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.