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attitudes ( Anderson et al., 2012 ). The last perspective is related to psychological predictors. Psychological predictors of teachers’ attitudes toward inclusion has received little attention ( Tant & Watelain, 2016 ). The present study focuses on two psychological predictors, self-esteem and mindfulness

unconventional solutions, mindful of the systems perspective introduced in Chapter 1 of this special issue ( Ward, Lawson, van der Mars, & Mitchell, 2021 ), where context matters. That is, interactions among teacher education, school programs, as well as local school district policies and more require

, co-ed Pedagogical focus  Motor skill development, well-being/health, aggression, bullying, psychological, improve MA&CS skills, cognitive, academic achievement, social/life skills, sedentary behavior, obesity, physical fitness, physical activity, other behavior, mindfulness, bodily movement

 = .022, ES = −0.66) • Mindfulness ( p  = .001, ES = 1.32) • Life satisfaction ( p  = .034, ES = 0.58) • Self-efficacy ( p  = .188) 10. Zachor et al. ( 2017 )  • Israel  • S: N  = 51 (male: 80%)  • Children with autism spectrum disorder  • Age: 3–7 years • TF: Experiential learning • SD: RCT • EG ( N

of and better able to understand their emotional responses. Mindfulness, which connects to the emotional climate of the classroom ( Jennings et al., 2013 ), is one strategy for effectively managing emotions. Building from emotional awareness, Noddings ( 2013 ) asserted that teachers should operate

facilitate and enhance K–12 learner motivation, confidence, and competence ( Corbin, 2021 ). In the concept-based physical education curriculum, scientific knowledge about physical activity and fitness has been brought to the center of programming to provide mindful, meaningful, and motivational learning

diversity” and “equity” ( Lawson, 2018 ). Addressing 21st-Century Challenges Mindful of several possible future scenarios, all rife with uncertainty and complexity, eight challenges confront everyone, everywhere: (a) accelerate accountability-related commitments and capacities, both self

: “Students were talking together about creating smaller and bigger spaces on the tennis court ... to modify things ... thinking about what works for them, but what also works for others” (PTRL12). In Lesson 12, I observed one group writing about the need to be “mindful, to encourage and look out for others

so, we can provide physical education as a transformative experience that is mindful, meaningful, and motivating to our students ( Ennis, 2017 ). Acknowledgments Research reported in this article was supported by the National Center for Research Resources of the National Institutes of Health under

process, we, the teacher trainers, focused on involving them in meaningful tasks and affording them with extensive opportunities to construct and enhance the mindfulness, motivation, and meaning of teaching the new content successfully. Effects of CPD on Student Learning Achievement Research findings have