The purpose of this study was to examine the contribution of quality physical education (QPET) in a Comprehensive School Physical Activity Program (CSPAP) which is intended to promote physical activity (PA) behaviors in and outside of schools. Participants were nine elementary physical education teachers and their fourth- and fifth-grade students (n = 1111) in year one, n = 1012 in year 2). The student’s daily PA minutes were assessed using a 7-day PA log. The PE teachers’ levels of QPET were assessed by coding 63 videotaped lessons (Mlessons/teacher = 7.03, SD = .74) using the Assessing Quality Teaching rubrics (AQTR), which consisted of four essential dimensions including Task Design, Task Presentation, Class Management, and Instructional Response. Codes were confirmed through interrater reliability (82.4%, 84.5%, 94%). Data were analyzed through descriptive statistics, bivariate correlations, multiple R-squared regression models, and independent sample t tests. The results indicated that the overall QPET practices (R = .126, R 2 = .02, F = 32.387, Sig.= .000, P < .01) and all four essential dimensions (R = .127, R 2 = .02, F = 8.560, Sig.= .000, P < .01) were significant contributors to students’ student daily PA behaviors. These predictors were significantly higher in girls (R = .157, R 2 = .03, F = 6.15, Sig.= .000, P < .01) than boys (R = .113, R 2 = .01, F = 3.57, Sig.= .007, P < .01). The Instructional Response was a significant predictor of PA among girls (β = .12, t = 2,068, Sig. = .039, P < .05 level), but not boys. Further, students’ who experienced high QPET were significantly more physically active than those students who did not have this experience (t = 4.334, df = 2089, Sig. = .000, P < .01). It was concluded that the QPET practices played a critical role in promoting students’ daily PA engagement in and outside of schools.
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Chapter 9 Students’ Daily Physical Activity Behaviors: The Role of Quality Physical Education in a Comprehensive School Physical Activity Program
Wiyun Chen, Andrew J. Hypnar, Steve A. Mason, Sandy Zalmout, and Austin Hammond-Benett
A Systematic Review of Child and Adolescent Physical Activity by Schoolyard Location
Kimberly A. Clevenger, Michael J. Wierenga, Cheryl A. Howe, and Karin A. Pfeiffer
kinesiologists to expand research into setting features (e.g., environment) that relate to PA, particularly in school settings ( Troiano, 2012 ). School is an opportune time to promote participation in PA because most young people attend school from 3–5 years of age until 16–18 years of age ( McFarland et
The Success and Struggles of Physical Education Teachers While Teaching Online During the COVID-19 Pandemic
Erin Centeio, Kevin Mercier, Alex Garn, Heather Erwin, Risto Marttinen, and John Foley
COVID-19, the respiratory disease caused by the SARS-CoV-2 virus, emerged as a global pandemic during spring 2020, forcing schools across the world into changing the ways in which they delivered instruction. As schools have been suggested as a place to help children obtain 60 min or more of
Home, School, and Neighborhood Environment Factors and Youth Physical Activity
Rachel A. Millstein, Joe Strobel, Jacqueline Kerr, James F. Sallis, Gregory J. Norman, Nefertiti Durant, Sion Harris, and Brian E. Saelens
This study examined the contributions of home, school, and neighborhood factors related to youth physical activity (PA). Adolescents (ages 12–18; N = 137) and parents of younger children (ages 5–11; N = 104) from three US metropolitan areas completed surveys. Youth PA was estimated from six items assessing overall physical activity. Bivariate analyses between environment factors and PA
Physical Activity Patterns in Children and Adolescents With Heart Disease
David A. White, Erik A. Willis, Chaitanya Panchangam, Kelli M. Teson, Jessica S. Watson, Brian F. Birnbaum, Girish Shirali, and Anitha Parthiban
interviewer administered. The 2 questionnaires were used to determine which participants were actively involved in extracurricular sports or extracurricular physical activities during the data collection period. Sports/activities were included if they were externally organized through the school, sport club
Correlates of Motor Competence in Primary School Students: A Cross-Sectional Study From a Portuguese Municipality
Francisco Carvalho, Marcos Onofre, João Mota, Miguel Peralta, Adilson Marques, Ana Quitério, António Rodrigues, Pedro Alves, Wesley O’Brien, and João Martins
of primary school-aged children. Concerning the level of the behavioral attributes and skills, in a context where most children fail to meet the three behaviors that integrate the 24-hr movement guidelines ( Carson et al., 2016 ), investigating the various dimensions of MC as related to those
Exploring Recess Policies and Practices in Middle Schools: A School Leadership Perspective
Edward B. Olsen, James D. Wyant, Emi Tsuda, Kyoung Kim, Mia Weiser, Colin Embry, Joseph Di lusto, John Koch, and Mohamed Omar
& SHAPE], 2017 , p. 2). Recess is a part of the Whole School, Whole Community, Whole Child initiative to improve alignment, integration, and collaboration between school administrators and the health sector ( CDC, 2023 ). This is seen as a practical strategy for implementing the Whole School, Whole
Impact of Embedding High-Intensity Interval Training in Schools and Sports Training on Children and Adolescent’s Cardiometabolic Health and Health-Related Fitness: Systematic Review and Meta-Analysis
Narelle Eather, Mark Babic, Nicholas Riley, Sarah A. Costigan, and David R. Lubans
Organization, 2020 ). Previous reviews support that physical activity and fitness interventions for children and adolescents (including school-based and physical education [PE] interventions) have only weak to moderate positive effects on overall physical activity levels, CRF, MF, and blood cholesterol; or
Activity Behaviors in British 6-Year-Olds: Cross-Sectional Associations and Longitudinal Change During the School Transition
Kathryn R. Hesketh, Soren Brage, Hazel M. Inskip, Sarah R. Crozier, Keith M. Godfrey, Nicholas C. Harvey, Cyrus Cooper, and Esther M.F. Van Sluijs
important. A child’s transition to formal schooling (the September before they turn 5 y old in the United Kingdom) may be a key time when behaviors and habits change are consolidated. This transition to school coincides with changing physical activity guidelines, and therefore, differing ideas of what
Deficiency of Athletic Trainers in California Secondary Schools
Riana R. Pryor, Summer Runestad, Bethany A. Chong Gum, Nathan J. Fuller, Moon Kang, and Jennifer J. Beck
Key Points ▸ Nearly two-thirds of California secondary schools do not hire a certified athletic trainer. ▸ Fewer California secondary schools hire an athletic trainer compared to the nationwide average. ▸ Many schools hired nonmedical personnel to provide sports medicine services to student
