/year from ages 9 to 15 years ( Merlo et al., 2020 ; Nader et al., 2008 ). Children living in low-resource communities report even lower rates of PA ( Davidson et al., 2013 ; Richmond et al., 2006 ), placing them at increased risk for obesity, anxiety, depression, missed school days, and lower academic
Search Results
Closing the Gap Between Classroom-Based Physical Activity Intervention Adoption and Fidelity in Low-Resource Schools
Rebecca E. Hasson, Lexie R. Beemer, Andria B. Eisman, and Penelope Friday
Impact of Physical Educators’ Appearance and Sex on Elementary School Students’ Learning and Perceptions of the Teachers
YuChun Chen and Brian Myers
appearance; he wore a “fat suit” in one video which made his chest, waist, and hips visually larger than his true fit-appearing self in the other video. A total of 850 high school students were randomly assigned to watch one of the two videos. After watching the video, the students took a content examination
Impact of Prolonged Sport Stoppage on Knee Injuries in High School Athletes: An Ecological Study
Hannah Knapic, Ellen Shanley, Charles A. Thigpen, Albert Prats-Uribe, Cynthia D. Fair, and Garrett S. Bullock
Injuries in high school athletes are a major problem with 1.2 million injuries per year occurring among nearly 8 million athletes who participate in school-sponsored competitions and trainings. 1 Knee injuries account for 13% to 15% of injuries sustained annually by high school athletes. 1 , 2
Twelve-Month Effects of a Playground Intervention on Children’s Morning and Lunchtime Recess Physical Activity Levels
Nicola D. Ridgers, Stuart J. Fairclough, and Gareth Stratton
Background:
Recess is an opportunity for children to engage in daily physical activity. The aim of this study was to investigate the 12-month effects of a playground intervention on children’s moderate-to-vigorous (MVPA) and vigorous physical activity (VPA) during morning and lunchtime recess.
Methods:
Four hundred and seventy children (232 boys, 238 girls) from 26 elementary schools participated in the study. Fifteen schools redesigned the playground environment using playground markings and physical structures. Eleven schools served as socioeconomic matched controls. Physical activity levels were quantified using heart rate and accelerometry at baseline, 6 months, and 12 months post-intervention. A 3-level (time, pupil, and school) multilevel analysis was used to determine the effects of the intervention across time on MVPA and VPA.
Results:
Positive yet nonsignificant intervention effects were found for MVPA and VPA during morning and lunchtime recess. Intervention children were more active during recess than control children. Interactions revealed that the intervention effect was stronger at 6 months than 12 months post-intervention.
Conclusions:
A playground markings and physical structures intervention had a positive effect on intervention children’s morning and lunchtime MVPA and VPA when assessed using heart rate and accelerometry, but this effect is strongest 6-months post-intervention and decreased between 6 months and 12 months.
The Secret Sauce? Taking the Mystery Out of Scaling-Up School-Based Physical Activity Interventions
Heather A. McKay, Sarah G. Kennedy, Heather M. Macdonald, Patti-Jean Naylor, and David R. Lubans
Whole-of-school physical activity programs are one of the 8 best investments that can improve children’s physical activity. 1 , 2 However, despite a plethora of school-based interventions that work to improve the physical activity of students, 3 – 5 alarmingly low levels of physical activity
Primary School Teachers’ Perceptions of Physical Literacy Assessment: A Mixed-Methods Study
Inimfon A. Essiet, Elyse Warner, Natalie J. Lander, Jo Salmon, Michael J. Duncan, Emma L.J. Eyre, and Lisa M. Barnett
and accountability systems ( DinanThompson & Penney, 2015 ). One article that explored stakeholders’ perspectives of PL assessment reported that, although primary school teachers in the United Kingdom recognized the importance of implementing PL assessment, they lacked appropriate training, guidance
The SPARK Programs: A Public Health Model of Physical Education Research and Dissemination
Thomas L. McKenzie, James F. Sallis, Paul Rosengard, and Kymm Ballard
SPARK [Sports, Play, and Active Recreation for Kids], in its current form, is a brand that represents a collection of exemplary, research-based, physical education and physical activity programs that emphasize a highly active curriculum, on-site staff development, and follow-up support. Given its complexity (e.g., multiple school levels, inclusion of both physical education and self-management curricula), SPARK features both diverse instructional and diverse curricular models. SPARK programs were initially funded by the NIH as two separate elementary and middle school intervention studies, and the curriculum and instructional models used in them embody the HOPE (Health Optimizing Physical Education) model. This paper reviews background information and studies from both the initial grants (1989–2000) and the dissemination (1994-present) phases of SPARK, identifies program evolution, and describes dissemination efforts and outcomes. Procedures used in SPARK may serve as models for others interested in researching and disseminating evidence-based physical education and physical activity programs.
Test–Retest Reliability of a Preadolescent Environmental Access to Physical Activity Questionnaire
Heather Elizabeth Erwin
Background:
Physical activity behavior is an important aspect of overall health, and it is important to understand determinants of physical activity in order for children to accumulate the recommended levels. The ecological-systems theory describes the relationship between individuals and their contexts, suggesting that environment affects physical activity behaviors. Researchers should measure children’s access to physical activity to determine environmental influences. At the time of data collection, however, no reliable questionnaires had been created for measuring children’s access to physical activity.
Methods:
Students from grades 4 and 5 completed a physical activity environmental-access questionnaire on 2 occasions, approximately 7 to 10 days apart.
Results:
The questionnaire appeared appropriate for children age 9 to 12. The lowest reliability was found with items located in the school environment.
Conclusions:
This questionnaire is a suitable tool for examining children’s physical activity supports and inhibitors.
Measuring Physical Education Teacher Socialization With Respect to Comprehensive School Physical Activity Programming
Christopher Barton Merica, Cate A. Egan, Collin A. Webster, Diana Mindrila, Grace Goc Karp, David R. Paul, Hailey McKown, and Seth Rose
A comprehensive school physical activity program (CSPAP) is a nationally recommended framework for school-based PA promotion ( Society for Health and Physical Educators of America [SHAPE America], 2015 ). A CSPAP is identified as a coordinated, multicomponent, “whole-of-school approach” to achieve
The Prevalence of Hypohydration in School-Sponsored Athletes Across and Within Practice Sessions
Grant G. Yee, Tiffanie M. Nolte, Tyler Z. Bouchard, Courtney M. Meyer, Brendon P. McDermott, Zachery T. Richards, Stephanie A. Rosehart, and Susan W. Yeargin
A majority (∼66%) of athletes participating in sports arrive for practices and competitions hypohydrated. 1 – 3 Hypohydration is more prevalent in males than females (17%–19% greater), 1 , 4 though comparisons have not been made across competition levels (high school [HS], college/university [COL
