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Exploring the Educational Necessity of Physical Activity in Young Children Through Preservice Early Childhood Teachers’ Perceptions of Changes in Early Childhood Physical Activity Education in South Korea

Sunghae Park and Yeonjae Kim

, 2021 ; Liu et al., 2015 ; Preedy et al., 2022 ; Welk & Eklund, 2005 ). On the other hand, low levels of PA can negatively affect children’s health and lead to psychological problems, such as depression ( Diamond & Ling, 2016 ). PA habits that are formed in early childhood help to develop the

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The Role of Perceived and Actual Motor Competency on Children’s Physical Activity and Cardiorespiratory Fitness During Middle Childhood

Xiangli Gu, Katherine Thomas Thomas, and Yu-Lin Chen

Purpose:

Guided by Stodden et al.’s (2008) conceptual model, the purpose of this study was to examine the associations among perceived competence, actual motor competence (MC), physical activity (PA), and cardiorespiratory fitness in elementary children. The group differences were also investigated as a function of MC levels.

Methods:

A correlational research design was used in this study. There were 262 children (Mage = 10.87, SD = .77) recruited from three schools in the southern U.S. Students’ MC was objectively measured based on a process-oriented assessment (PE Metrics, NASPE, 2010). Students self-reported perceived competence and leisure-time PA. Then, the Progressive Aerobic Cardiovascular Endurance Run (PACER) and pedometers were used to measure students’ cardiorespiratory fitness and in-class PA, respectively.

Results:

The structural equation modeling analysis supported the significant indirect effect of the MC on cardiorespiratory fitness and PA through perceived competence. The MANCOVA yielded a significant main effect for MC groups after controlling for sex [Wilks’s Lambda = .838, F = 12.15 (4, 251), p < .001, η2 = .16]. Regardless of sex, children with low MC demonstrated lower perceived competence, PA, and cardiorespiratory fitness compared with children with higher MC (p < .001).

Discussion:

Development of students’ competence beliefs in PE and certain movement patterns should be emphasized, especially during middle childhood. High quality PE programs must be aligned with national standards, with particular attention to enhancing skill acquisition (standard 1) and PE-motivation (i.e., perceived competence; standard 5).

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Teaching Physical Education in Early Years: Focusing on Teachers’ Practices

Niki Tsangaridou, Mikaela Pieroua, Ermis Kyriakides, and Charalambos Y. Charalambous

For years, scholars have emphasized the importance of physical education (PE) in early childhood education (ECE; Goodway, Famelia, & Bakhtiar, 2014 ; McEvilly, Atencio, & Verheul, 2017 ; Ross, 2013 ; Tsangaridou, 2017 ). The literature highlights that PE in ECE aims to develop children

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What Recess Policy? Assessing Arizona Schools’ Adherence to Senate Bill 1083

Janelle Griffo, Kahyun Nam, Hans van der Mars, Pamela Kulinna, and Allison Ross

online and mail surveys in service research . Journal of Service Research, 8 ( 4 ), 346 – 355 . https://doi.org/10.1177/1094670506286323 Dodson , E.A. , Fleming , C. , Boehmer , T.K. , Haire-Joshu , D. , Luke , D.A. , & Brownson , R.C. ( 2009 ). Preventing childhood obesity through

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Effects of Physical Education on Preschool Children’s Physical Activity Levels and Motor, Cognitive, and Social Competences: A Systematic Review

Nagore Martinez-Merino and Markel Rico-González

, S5, S6, and S7 (available online). Overall, the results and conclusions of the included articles show the positive effects of PE in early childhood, highlighting it as a suitable alternative for improving development in three main areas (MC, CC, and SC) and PA levels. The Effects of PE on

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Predictive Strength of Physical Education-Centered Physical Literacy Indicators on Physical Activity

Sami Yli-Piipari, Arto Gråsten, Mikko Huhtiniemi, Kasper Salin, Sanni Seppälä, Harto Hakonen, and Timo Jaakkola

increase PA in youth ( Bassett et al., 2013 ), little is known about which PE-centered physical literacy components are the most beneficial in regards to a healthy dose of PA in childhood ( Corbin, 2016 ). Thus, the aim of this study is to examine the predictive strength of selected PE-centered physical

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Self-Determination in Physical Education: Designing Class Environments to Promote Active Lifestyles

Charity L. Bryan and Melinda A. Solmon

Recently, the lack of physical activity and increasing rates of childhood obesity have received a great deal of attention in the United States. One way to combat inactivity in children is to utilize physical education programs as a means to promote active lifestyles. There is not, however, a consensus concerning how physical education programs can achieve the goal of increasing children’s physical activity patterns. The purpose of this review is to examine motivational constructs that can provide a theoretical framework to identify strategies that can be used in physical education classes to promote engagement in physical activity. Self-determination theory is offered as a framework that has the potential to integrate these motivational constructs and provide a more complete understanding of how practitioners can structure learning environments to foster motivation and engagement in activity. Suggestions are made for implementing the research into practice, as well as future research directions.

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Examination of Children’s Recess Physical Activity Patterns Using the Activities for Daily Living-Playground Participation (ADL-PP) Instrument

Megan Babkes Stellino and Christina Sinclair

Thorough assessment of children’s physical activity is essential to efficacious interventions to reduce childhood obesity prevalence. The purpose of this study was to examine children’s recess physical activity (RPA) patterns of behavior using the Activities of Daily Living –Playground Participation (ADL-PP: Watkinson et al., 2001) instrument. ADL-PP-based RPA data from 3rd-5th grade schoolchildren (N = 444: 51% male, 23.6% overweight/obese) were analyzed to determine the number and specific activity patterns overall as well as according to gender and weightstatus. Patterns of RPA findings showed girls participated in a higher number of activities compared with boys who participated in more sport-related activities. A wide variety in the specific activities in which children engaged was found according to gender and weight-status. Examination of RPA, with the ADL-PP, extends the literature by providing new data relative to the variety and specific types of activities in which children choose to engage during discretionary times, such as recess.

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Chapter 3 Feasibility Study of Comprehensive School Physical Activity Programs in Appalachian Communities: The McDowell CHOICES Project

Emily M. Jones, Andrea R. Taliaferro, Eloise M. Elliott, Sean M. Bulger, Alfgeir L. Kristjansson, William Neal, and Ishonté Allar

Increasing rates of childhood obesity has prompted calls for comprehensive approaches to school-based physical activity (PA). The purpose of this study was to evaluate the feasibility of comprehensive school physical activity program (CSPAP) development and related contextual issues within a rural Appalachian county using a Systems Approach. A multicomponent needs assessment was conducted, including 11 school site visits with interviews with school personnel, physical space audits, and self-reported professional development, curricular, and equipment/resource needs. Data were summarized into case narratives describing context, space/facilities, and school assets/needs. Member checks verified the accuracy of narratives and inductive cross-case analysis was used to explore emergent themes. Six themes emerged: Leadership/Capacity Building, PA Access and Opportunities, Physical Education/PA Equipment and Resources, Physical Fitness Data Management and Reporting, Equity and Access to Safe and Usable Play Spaces, and Community Connections. Results support the feasibility of CSPAPs in rural communities and provide insight to factors influencing CSPAP. This study provides a framework for schools considering the development of CSPAP.

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Chapter 4 Comprehensive School Physical Activity Programs: Characteristics of Trained Teachers

Erin E. Centeio, Heather Erwin, and Darla M. Castelli

As public health concerns about physical inactivity and childhood obesity continue to rise, researchers are calling for interventions that comprehensively lead to more opportunities to participate in physical activity (PA). The purpose of this study was to examine the characteristics and attitudes of trained physical education teachers during the implementation of a Comprehensive School Physical Activity Program at the elementary level. Using a collective case study design, interviews, observations, field notes, open-ended survey questions, and an online forum monitoring guided the interpretation of teacher perceptions and development of emergent themes. Qualitative data analysis was conducted for each individual teacher and then across the ten teachers which produced four major themes: (a) Leading the Charge: Ready, Set, Go!, (b) Adoption versus Adaptation: Implementation Varies, (c) Social Media’s Place in the Professional Development (PD) Community, and (d) Keys to Successful Implementation. It can be concluded that, based on these findings, elementary physical education teachers are ready and willing to implement CSPAP. Key factors that may influence this implementation are discussed.