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
Search Results
Moderate-to-Vigorous Physical Activity in Physical Education: A Review of Reviews
Damián Iglesias, Javier Fernandez-Rio, and Pablo Rodríguez-González
Examining High School Teacher-Coaches’ Perspective on Relationship Building With Student-Athletes
Martin Camiré
Adult leaders in sport can exert considerable influence on young athletes’ development but this influence is mediated by the quality of the relationship that is formed between both parties. The purpose of the current study was to examine high school teacher-coaches’ perspective on relationship building with student-athletes. Teacher-coaches (20 men, 5 women, Mage = 37.0 years, age range: 25–56 years) from Canada took part in semistructured interviews. Results indicated how the participants believed being both a teacher and a coach was advantageous because it allowed them to interact regularly with student-athletes. The teacher-coaches devised a number of strategies (e.g., early-season tournaments, regular team meetings) to nurture relationships and believed their recurrent interactions allowed them to exert a more positive influence on student-athletes than adult leaders in a single role. In terms of outcomes, the teacher-coaches believed their dual role helped increase their job satisfaction, positively influenced their identity, and allowed them to help student-athletes through critical family (e.g., alcoholism, divorce) and personal issues (e.g., suicide). The current study suggests that the dual role of teacher-coach is beneficial to both teacher-coaches and student-athletes. However, future work is needed, paying attention to how teacher-coaches can further nurture quality relationships with student-athletes.
Associations of Physical Activity Enjoyment and Physical Education Enjoyment With Segmented Daily Physical Activity in Children: Exploring Tenets of the Trans-Contextual Model of Motivation
Ryan D. Burns, Yang Bai, Leslie W. Podlog, Timothy A. Brusseau, and Gregory J. Welk
, 2000 ). Previous work has shown the positive influence enjoyment has on physical activity behavior. It has been previously documented that global physical activity enjoyment is associated with both overall activity levels as well as physical activity at school and at home ( Bai et al., 2018 ). Indeed
A Whole-of-School Approach to Physical Activity Promotion: The Case of One Secondary School in England
Emma Jaymes and Collin A. Webster
adolescents aged 11–17 years old are not meeting the international consensus guideline of participating in at least 60 min of PA each day ( WHO, 2020 ). The school environment presents an important setting for increasing adolescents’ PA, given the unparalleled reach that schools have with youth. In its global
The Secondary School Curriculum: Teachers’ and Students’ Perspectives
Dominique Banville, Risto Marttinen, and Alba Rodrigues
Studies examining children’s experiences of curriculum offerings in physical education (PE) are primarily focused on secondary schools as multiple studies show that students’ attitudes toward PE start to drop around sixth grade ( Silverman, 2017 ). So not surprisingly, the origins of this study
Promoting Health-Related Cardiorespiratory Fitness in Physical Education: The Role of Lesson Context and Teacher Behavior in an Observational Longitudinal Study
Miguel Peralta, Élvio Rúbio Gouveia, Gerson Ferrari, Ricardo Catunda, Duarte Heriques-Neto, and Adilson Marques
Schools provide opportunities for children and adolescents to engage in physical activity (PA) during discrete periods of the day ( Bocarro et al., 2012 ; Kelly et al., 2019 ; Stratton et al., 2008 ). Physical education (PE) predominantly, which is part of the school curriculum in most countries
2022 Para Report Card on Physical Activity of Israeli Children and Adolescents With Disabilities
Yeshayahu Hutzler, Riki Tesler, Avinoam Gilad, Kwok Ng, and Sharon Barak
education system in the country is divided between Hebrew and Arabic speakers. The Hebrew-speaking school attendants are also divided according to religious practice (i.e., secular or nationally religious systems). Based on a representative survey, approximately 326,000 Israeli children and adolescents (11
A Nonlinear Pedagogical Approach to Primary School Physical Education: A Case Study
Daniel M. Cooke, Craig B. Harrison, Sarah-Kate Millar, and Simon Walters
intervention studies have demonstrated that PE programs in primary school settings can significantly enhance children’s MSCs ( Logan et al., 2012 ; Morgan et al., 2013 ), particularly when high quality instruction is used with the intervention ( Morgan et al., 2013 ). A linear pedagogy (LP) approach ( Moy et
Physical Activity Promotion on Private School Websites: The Case of Maryland
David Kahan, Thomas L. McKenzie, Maya Satnick, and Olivia Hansen
Human Services, 2018 ). Accumulating health-enhancing levels of PA can occur in schools. Indeed, the Comprehensive School PA Program framework ( Centers for Disease Control and Prevention, 2013 ) identified the purview of schools to go beyond physical education (PE) to include before-, during- and after-school
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
–emotional development requires ample PE class time. Indeed, minimum class time allocation guidelines of 150 min/week (elementary school) and 225 min/week (secondary schools) have been recommended ( SHAPE America et al., 2016 ). Although dated and based on self-report, data from the School Health Policies and Practices
