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Purpose: This exploratory study evaluated how youth healthy eating (HE) and physical activity (PA) behaviors could be influenced by a whole-of-school program, which was transformed to a virtual setting at the onset of the COVID-19 pandemic. The authors investigated how students experienced programming and the role of students’ perceptions of parental support in their self-reported engagement in HE and PA. Methods: PA and HE curricula were provided across 15 schools over 12 weeks. Students (N = 879, M _age = 12.12 years, 63% female) completed a survey evaluating the value and perceptions around programmatic aspects as well as their self-reported engagement in HE and PA. Results: Multiple regression analyses revealed positive relationships between parental support for PA and student engagement, as well as positive relationships between students’ self-efficacy and HE behaviors. Conclusion: Findings indicate that students utilized virtual HE and PA programming and that parent support helped to facilitate engagement in PA and HE behaviors beyond the school setting.

When COVID-19 shuttered Michigan schools, 52 elementary and middle schools statewide were in various stages of implementation of comprehensive health programs, including the integration of physical activity, physical education, and nutrition education. To support the transition to a virtual learning environment, #HealthyKidsQuarantined was launched, providing virtual physical activity, physical education, and nutrition education curriculum and resources. Content was distributed weekly via e-mail to teachers and families alongside a daily social media campaign that disseminated resources to a national audience. Results identified significant content usage by schools (21,300 views/downloads) and engagement through social media (9,800 views/downloads). Teachers, students, and families expressed value in the health content provided, stating it was a support needed in a time of chaos. This study suggests that providing virtual health content may be a feasible way to sustain school and family investment in comprehensive youth health. Furthermore, by utilizing multiple dissemination strategies, virtual programming may be an effective mechanism to expand reach.

The purpose of this study was to investigate physical education teachers’ perceptions of implementing online physical education during the COVID-19 pandemic as well as to explore their needs with regard to support for future teaching experiences. A total of 4,302 teachers completed four open-ended questions as part of a larger survey. Deductive and inductive qualitative analysis led to three themes: (a) Teachers’ Proud Moments, (b) Help! So Many Obstacles, and (c) Future Challenges. Teachers stated many successes and challenges that they experienced through the COVID-19 pandemic. Many items specifically focused on use and access to technology, student participation, and meeting students’ needs in various ways. Results can provide guidance for how to address the essential components of physical education in the online environment. In addition, results may provide insight to those who educate, train, and prepare teachers to teach in a virtual and/or physically distanced environment.

This study investigated physical education (PE) teachers’ experiences with remote instruction in the United States during the initial outbreak of COVID-19. PE teachers (n = 4,362) from all 50 states completed a survey identifying their experiences with remote instruction in May, 2020. Survey responses were analyzed by geographic region, district type, and school level. Teachers reported having students submit assignments (51% yes), using video instruction (37% yes), being less effective when instructing remotely (20% yes), and emphasizing student outcomes focused on health-related fitness (32% yes), and physical activity value/enjoyment (43% yes). Access to technology (40% yes) and required student assignments (43% yes) were lowest among teachers from the South. Rural teachers reported the least access to technology (37% yes) and rated themselves as least effective (24% yes). Secondary level teachers reported the highest percentage of required assignments (84% yes). Teachers’ responses identify unique challenges to delivering equitable and effective remote PE instruction.