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Gorden Sudeck, Stephanie Jeckel and Tanja Schubert

Physical activity (PA) is positively associated with affective well-being in adults. This study investigated the moderating role of the competence for PA-related affect regulation in the PA–affect association in real-life situations. A total of 37 women and 27 men completed an ecological momentary assessment study in which the authors used accelerometers to record PA and e-diaries to collect data on affective well-being on 4 study days. They applied multilevel analyses to estimate the within-person effects of PA on affective well-being and cross-level interactions between PA (within person) and PA-related affect regulation (between persons). Results revealed cross-level interaction effects between within-person PA variations and competence for PA-related affect regulation on the affect dimensions of calmness (p < .01) and valence (p = .04). Thus, the competence for PA-related affect regulation moderates the PA–affect association in real-life situations. Therefore, individual-based PA promotion should consider these individual differences to develop tailored interventions.

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Hal A. Lawson and R. Scott Kretchmar

Debates-as-battles have characterized the histories of physical education and kinesiology. This colorful part of the field’s history was characterized by leaders’ narrow, rigid views, and it paved the way for divisiveness, excessive specialization, and fragmentation. Today’s challenge is to seek common purpose via stewardship-oriented dialogue, and it requires a return to first order questions regarding purposes, ethics, values, moral imperatives, and social responsibilities. These questions are especially timely insofar as kinesiology risks running on a kind of automatic pilot, seemingly driven by faculty self-interests and buffered from consequential changes in university environments and societal contexts. A revisionist history of kinesiology’s origins and development suggests that it can be refashioned as a helping discipline, one that combines rigor, relevance, and altruism. It gives rise to generative questions regarding what a 21st century discipline prioritizes and does, and it opens opportunity pathways for crossing boundaries and bridging divides. Three sets of conclusions illuminate unrealized possibilities for a vibrant, holistic kinesiology—a renewed discipline that is fit for purpose in 21st century contexts.

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Bradley J. Cardinal

Concerns about college and university student health date back to at least the mid-19th century. These concerns were addressed through the development and implementation of required, service-based physical activity education programs. In the 1920s–1930s, 97% of American colleges and universities offered such programs. Today less than 40% do. However, student health issues persist. This essay asserts that kinesiology departments are best suited to address these needs by delivering physical activity education courses through their institution’s general education curriculum. General education courses are those that every student must take in order to develop the competencies necessary for living a full and complete life and contributing to society. Given the growing costs of higher education, any such requirement must be justifiable. Therefore, implementing and sustaining a physical activity education general education requirement is not for the faint of heart; it requires effort, resources, support, and time. This essay explores these issues.

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Johannes Carl, Gorden Sudeck and Klaus Pfeifer

physical literacy (PL), 44 which have attracted increasing attention in recent years. As we outline below, PAHCO is located at the crossroads between these 2 research areas (Figure  3 ). Figure 3 —The PAHCO concept at the interface between physical literacy and health literacy. PAHCO indicates Physical

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Maureen R. Weiss

physical literacy, and (5) employing a positive youth development (PYD) approach for improving motor and social-emotional skills. First, we can collaborate by conducting more theory-driven studies that include competence, social, and affective components of physical activity motivation. This could include

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Avery D. Faigenbaum

approach to youth resistance training will likely have an added benefit of enhancing physical literacy and reducing the risk of sport-related injury ( 8 , 28 ). Behm et al raised awareness about the effectiveness of resistance training on performance measures and the importance of initiating youth programs

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EDITOR’S NOTE Changing of the Guard Mark Byra 1 07 2018 37 3 233 233 10.1123/jtpe.2018-0180 jtpe.2018-0180 EDITORIAL Operationalizing Physical Literacy: Special Issue Editorial Elizabeth J. Durden-Myers * Margaret E. Whitehead * 1 07 2018 37 3 234 236 10.1123/jtpe.2018-0130 jtpe.2018

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Richard Larouche, Meghann Lloyd, Emily Knight and Mark S. Tremblay

The current investigation assessed the impact of active school transportation (AST) on average daily step counts, body mass index (BMI) and waist circumference in 315 children in Grades 4–6 who participated to Cycle 2 of the Canadian Assessment of Physical Literacy (CAPL) pilot testing. T-tests revealed a significant association between AST and lower BMI values (18.7 ± 3.3 vs. 19.9 ± 3.8 kg/m2). The active commuters accumulated an average of 662 more steps per day, and their waist circumference was lower by an average of 3.1 cm, but these differences were not statistically significant. ANCOVA analyses controlling for age and step counts, found trends toward lower BMI and waist circumference values among the active commuters. These results suggest that AST may be a valid strategy to prevent childhood obesity; further research is needed to determine more precisely the impact of AST on body composition, and the direction of the relationship.

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Rebecca J. Lloyd


To explore a conceptual shift from mechanism, the dominant ‘body-as-machine’ (Tinning, 2010) paradigm, to vitalism, the philosophical phenomenological tenets of physical literacy (Whitehead, 2010) upon which the curriculum of physical education in Canada is based, within the context of an alternative physical education program.


A motion-sensitive phenomenological approach (Lloyd & Smith, 2006b; 2015), conceptually framed by the Function2Flow (F2F) model, was conducted with a sample of N = 153 students from seven different schools in Ottawa (Canada) who booked the JungleSport climbing program of their own accord. Sources of information included phenomenological observations, small group interviews, and journal entries. Exemplars of two in depth student experiences are featured in this article.

Results & Discussion:

The phenomenological analysis of the climbing experiences, in addition to the F2F curriculum support tools that were developed, provide practical and philosophical pathways for understanding how we may broaden assessments of learning in physical education.

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Jiling Liu, Ping Xiang, Jihye Lee and Weidong Li

The goal of physical education is to instill physical literacy within students. As an important motivation framework, achievement goal theory has been widely used to understand and explain students’ cognitive, affective, and behavioral outcomes. In this paper, we reviewed studies examining achievement goals and outcomes in K-12 physical education settings. First, we provide a brief review of the historical development of the achievement goal theoretical models (the dichotomous model, the trichotomous model, the 2 × 2 model, and the 3 × 2 model). Then, we synthesize consequences, antecedents, and interactive factors of each achievement goal construct as well as the influences of gender, age, and culture on students’ achievement goals. Finally, we discuss implications for practice and future research. We hope our review can inform physical educators and researchers and assist the application of achievement goal theory into practice.