activities where everyone has to work together, we will foster values that might prevent bullying” (PE-PST FG2). They also referred to the positive correlation between cohesion and bullying prevention: “I think that cooperative games and activities where students have to search for solutions as a group is a
Search Results
“We’ve Never Studied Bullying at University:” Bullying-Related Beliefs, Training, and Strategies Among Physical Education Preservice Teachers
Xènia Ríos, Carles Ventura, and Maria Prat
Impact of National Physical Activity and Health Guidelines and Documents on Research on Teaching K-12 Physical Education in U.S.A.
Weidong Li, Zan Gao, Zhihua Yin, Ping Xiang, Bo Shen, and Qingtao Kong
Purpose:
This study examined the impact of published national physical activity (PA) and health guidelines, documents, and initiatives on the evolution of research on teaching K-12 physical education (PE) in U.S.A. from 1996 to October 2013.
Methods:
A total of 262 peer-reviewed, data-based journal articles meeting our inclusion and exclusion criteria were identified through a comprehensive search. These articles were coded and the resulting data were analyzed.
Results and Discussions:
The findings showed that 41% (108 out of 262) of articles had cited these identified guidelines, documents and Centers for Disease Controls and Prevention (CDC) reports. In particular, the most frequently cited documents were Healthy People documents, the 1996 Report of Surgeon General, and CDC reports and studies. The citation of these guidelines, documents and CDC reports fluctuated over the years. Our findings also showed that among the research studies citing these national documents and reports, 56% of them focused on students’ PA/fitness, while only a few studies focused on students’ psycho-motor skills and game performance. The majority of the studies reviewed were nonexperimental quantitative studies while 10% using randomized control trials or randomized group control trials design.
Conclusion:
The results revealed a substantial proportion of articles cited national guidelines, initiatives and CDC study reports. These guidelines and documents have had some impact on the evolution of research on teaching K-12 PE.
Physical Education Teachers’ Experiences With Remote Instruction During the Initial Phase of the COVID-19 Pandemic
Kevin Mercier, Erin Centeio, Alex Garn, Heather Erwin, Risto Marttinen, and John Foley
aids in the prevention of many chronic conditions, including obesity and Type 2 diabetes, that lead to an increased risk of severe infections or mortality associated with COVID-19 ( Centers for Disease Control and Prevention, 2020a ; Jordan, Adab, & Cheng, 2020 ; Sallis, Adlakha, Oyeyemi, & Salvo
State of a State: Results From the Wyoming Physical Education and Physical Activity Policy Survey
Ben D. Kern, Paul Malinowski, Kim Hunt, Shawna McIlnay, Brian Powell, and Deb Stephenson
Disease Control and Prevention [CDC], 2015 ). It should be noted that since Every Student Succeeds Act’s adoption, no large-scale studies have specifically measured PE time in schools, thus the impact of this legislation is unknown. Confounding current understanding of the provision of PE and recess in
Moderate-to-Vigorous Physical Activity in Physical Education: A Review of Reviews
Damián Iglesias, Javier Fernandez-Rio, and Pablo Rodríguez-González
MVPA for at least 50% of their lesson time ( Association for Physical Education [AFPE], 2017 ; U.S. Department of Health and Human Services, Centers for Disease Control and National Center for Chronic Disease Prevention and Health Promotion Prevention, and Division of Adolescent and School Health
Youth Basketball Coaches’ Perceptions and Implementation of Fundamental Movement Skills Training: Toward a Realist Evaluation
Mark David Williams, Andrew M. Hammond, and Jason Moran
, 2015 ; DiStefano et al., 2010 ). Despite the NBA’s initiative being focused on injury prevention and discourses relating to the promotion of youth athlete health and well-being, the adherence by youth coaches has been found to vary ( Norcross et al., 2016 ; Owoeye et al., 2020 ; Räisänen et
What Recess Policy? Assessing Arizona Schools’ Adherence to Senate Bill 1083
Janelle Griffo, Kahyun Nam, Hans van der Mars, Pamela Kulinna, and Allison Ross
Physical activity (PA) is indispensable for the current and future physical and emotional health, learning, and academic achievement of children ( Centers for Disease Control and Prevention [CDC], 2010 ). Since children spend most of their waking hours in the school setting, schools are a prime
Tracking District and School Physical Education Time Policies After Legal Adjudication: A Case Study in California
David Kahan, Thomas L. McKenzie, Maya Satnick, and Olivia Hansen
Study 2014 provided an accounting by grade level of mean weekly PE time allocations for 574 U.S. schools ( U.S. Department of Health and Human Services & Centers for Disease Control and Prevention, 2015 ). Specifically, elementary school grades fell short of the recommended 150 min/week by 12–31 min
Examining Role Stress, Emotional Intelligence, Emotional Exhaustion, and Affective Commitment Among Secondary Physical Educators
Nicholas S. Washburn, Kelly L. Simonton, K. Andrew R. Richards, and Ye Hoon Lee
distress (e.g., sleep deprivation or isolation), whereas protective mechanisms reduce the onset of distress and promote eustress and positive outcomes ( Quick et al., 1998 ). Finally, three levels of stress prevention are recognized. Primary prevention reduces the presence of stressors (e
Effects of an Environmental Intervention on High School Students’ Expanded Physical Activity Programming Participation and Activity Levels
Kent A. Lorenz, Hans van der Mars, Jaimie McMullen, Jason Norris, and Julie Jahn
and one fourth of girls meet guidelines during high school (16–18 years old; Katzmarzyk et al., 2017 ; Pate et al. 2002 ). This decline in PA has led to research and development aimed at increasing children’s health-enhancing PA participation, with the ultimate goal of contributing to the prevention
