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The purpose of this meta-analysis was to examine the Köhler motivation effect in partnered dyads (conjunctive task structure) during exercise. This preregistered meta-analysis followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and included 19 (total sample size N = 1,912) primary, peer-reviewed research articles that have reported the effectiveness of the Köhler effect paradigm (with a no-partner control condition) in exercise tasks on the outcome variable of intensity or persistence of effort. The overall motivation gain effect was statistically significant, ${\overline{g}}_{\text{ppc}}=0.91$ (SE = 0.12), suggesting a significantly higher performance gain in conjunctive partnered exercise groups compared with individual exercise. The large effect was moderated by the performance-dependent variable (persistence and intensity), mean participant age, and exercise partner type (human and software generated). There appears to be strong support for the Köhler motivation gain paradigm as a potential to help individuals improve their effort in exercise settings.

The purpose of this study was to systematically review the variables associated with the coach–athlete relationship (CAR) from the coaches’ perspective. Three databases were searched; 57 studies published between January 2000 and May 2021 met the inclusion criteria. Correlates (n = 35) were grouped into three categories: coach variables, athlete variables, and coaching behaviors. Variables positively associated with the coaches’ perspective of the CAR included coaching satisfaction, the teaching of life skills, and engaging in need-supportive behaviors. Negative correlates included coaching burnout, athletes’ avoidant attachment style, and coaches’ controlling behaviors. Aside from coach satisfaction, many of the relationships mentioned came from only one or two studies; therefore, replication studies are needed examining CAR from the coaches’ perspective. In conclusion, the better coaches report CAR to be, the more they also report fostering a caring and autonomy-supportive environment, teaching life skills, and being satisfied with their coaching experience.

This conceptual article focuses on the curriculum disalignment issue that seems to be a contributor to the marginalization of K–12 physical education. Through a brief historical review of events, especially the 1991 Critical Crossroads conference, the article explores and explains reasons that the future of K–12 physical education should rely on developing health-centered, concept-based curricula consistent with kinesiology science. In a major section, the article documents a 20-year effort and findings of curriculum intervention research in elementary, middle, and high schools to advocate and deliberate the need for a curriculum reform that should center on aligning physical education with kinesiology science. Implications of the kinesiology–physical education curriculum alignment to student learning are emphasized, and a paradigm change perspective to curriculum reform is discussed as a path to revitalize K–12 physical education.

Physical activity (PA) has been associated with a multitude of beneficial mental and physical outcomes. It is well documented, however, that there are health disparities and inequities for segments of the population, especially as related to PA. Engagement of traditionally minoritized populations into research is essential for justice in health. We discuss a community engagement model that can be used for recruiting and retaining traditionally minoritized populations into PA research, and then we go into three major ethnic/racial groups in the United States: Latinos, African Americans, and Asian Americans. Background information of each group, cultural values that play a role in health for each of the groups, and research demonstrating how culture plays a role in the formation and implementation of PA interventions in these groups is presented.

Physical activity policy can play a crucial role in ensuring that individuals, communities, and societies can obtain the wide range of health benefits associated with regular physical activity participation. Policies such as Title IX, the Americans With Disabilities Act, and state physical education laws have all increased opportunities for millions of Americans to participate in physical activity. With that said, how policies are developed and implemented vary considerably. The purpose of this manuscript is to contrast an academic conceptual framework with a pragmatic approach for policy implementation. In an ideal world, polices would be developed from foundational knowledge, scaled up to community-level interventions, and implemented in a sequential fashion. However, policy implementation is a disorderly process that requires a practical methodology. The National Physical Activity Plan encompasses strategies and tactics across 10 key societal sectors—and highlights the disorderly process of policy implementation across the various sectors.

Dissemination and implementation (D&I) science can be described as the scientific study of the strategies and mechanisms by which scientific evidence is disseminated and implemented in community or clinical settings to improve outcomes for a specified population. This paper provides an overview of D&I science as it relates to health and physical activity promotion. It provides definitions and specifications for D&I strategies and an overview of the types of theories, models, and frameworks used to advance this work. Finally, this review demonstrated the need for physical activity researchers to (a) test relationships between changes in D&I explanatory constructs and D&I outcomes; (b) determine the utility of D&I strategies, based on explanatory theories, to improve intervention reach, effectiveness, adoption, implementation, and maintenance; (c) develop strategies to take interventions to scale and reduce disparities; and (d) develop interventions and D&I strategies, in collaboration with those who would ultimately be responsible for implementation.

Physical activity is a health-protective factor that can reduce disease risk in later life. Designing interventions that increase physical activity participation are paramount but need to increase potency and reduce the time to effectiveness. This paper aims to outline one transdisciplinary, team science effort to increase behavioral intervention potency through the integration of the autonomous cognition model whereby data guide each decision in developing a school-based physical activity intervention. Examples of data collected by stage and a summary of potential action steps are provided.