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Tan Leng Goh and Kristin Scrabis-Fletcher

at the time of the study was 437 (61.1% White/European American; 15.9% Black/African American; 9.2% Hispanic; 7.6% Asian; 6.2% two or more races). The researchers reached out to the PE teacher who helped in the coordination of the MI program, as well as the recruitment of the three classroom teachers

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Julianne A. Wenner, Kimberly M.B. Tucker, Hannah G. Calvert, Tyler G. Johnson and Lindsey Turner

of the PE teacher’s requests because PA is highly valued in the school (norms) and rally behind the teacher’s request. Then, because the PE teacher frequently collaborates with classroom teachers, those classroom teachers donate to the cause (trustworthiness). Conversely, if a PE teacher possesses

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Dimitrios Aivazidis, Fotini Venetsanou, Nikolaos Aggeloussis, Vassilios Gourgoulis and Antonis Kambas

of the present study was to examine the effects of a multifaceted intervention involving classroom teachers and physical education (PE) teachers on the MC and PA of kindergarten children. Methods Study Design and Participants This study investigated the effects of the “Walk,” a PA project implemented

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Collin A. Webster, Diana Mindrila, Chanta Moore, Gregory Stewart, Karie Orendorff and Sally Taunton

.g., promotion of youth PA by classroom teachers, staff wellness programming), and (e) family and community engagement (e.g., active homework involving other family members, joint use of facility agreements between schools and other community organizations; Society of Health and Physical Educators (SHAPE) America

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Stephanie Truelove, Andrew M. Johnson, Shauna M. Burke and Patricia Tucker

responsible for planning and structuring PE classes to meet provincial/territorial curriculum requirements, as well as maximizing opportunities to be active while motivating students to participate. In Canada, PE at the elementary school level is most often led by the classroom teacher, and only three

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Sofiya Alhassan, Christine W. St. Laurent and Sarah Burkart

of Alhassan et al. ( 2007 ) study, were implemented by classroom teachers. Two of the studies focused on improving physical activity ( Alhassan et al., 2007 , 2012 ), while the remaining three focused on improving physical activity and body-mass index (BMI; Annesi et al., 2013a , 2013b

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Patrick Abi Nader, Evan Hilberg, John M. Schuna, Deborah H. John and Katherine B. Gunter

integrating physical activity in the academic classroom . Res Q Exerc Sport . 2014 ; 85 : 38 – 48 . . 26. Cothran DJ , Kulinna PH , Garn AC , Hodges Kulinna P , Garn AC . Classroom teachers

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Hannah R. Thompson, Bhaani K. Singh, Annie Reed, Robert García, Monica Lounsbery, Benjamin D. Winig and Kristine A. Madsen

). Within each school, researchers similarly identified 3 school-level personnel to interview: (1) the school principal, (2) the PE teacher (when present), and (3) a randomly selected fifth-grade classroom teacher. Fifth-grade classroom teachers were selected because in California, fifth-grade students are

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Lisa E. Bolger, Linda A. Bolger, Cian O’Neill, Edward Coughlan, Wesley O’Brien, Seán Lacey and Con Burns

qualified specialist replaced the allotted Physical Education class time in the girls’ school, while the boys’ school also received a 30-minute weekly Physical Education class delivered by the classroom teacher. This difference was due to individual school preferences. The role of the qualified specialist

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You Fu and Ryan D. Burns

’s α = .86, for situational motivation Cronbach’s α = .86, and for outcome expectancy Cronbach’s α = .96. All subscales were determined to have acceptable internal consistency. The study investigator, graduate assistants, as well as the classroom teacher provided assistance. Intervention In the