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Jenna R. Starck, K. Andrew R. Richards, Michael A. Lawson and Oleg A. Sinelnikov

relates to experiences that attract recruits into physical education ( Lawson, 1983 ). Prior to entering physical education teacher education (PETE), recruits develop subjective theories ( Grotjahn, 1991 ) based on their apprenticeship of observation ( Lortie, 1975 ) as children in school environments

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Nicolas Aguilar-Farias, Sebastian Miranda-Marquez, Kabir P. Sadarangani, Pia Martino-Fuentealba, Carlos Cristi-Montero, Jaime Carcamo-Oyarzun, Pedro Delgado-Floody, Damian Chandia-Poblete, Camila Mella-Garcia, Fernando Rodriguez-Rodriguez, Astrid Von Oetinger, Teresa Balboa-Castillo, Sebastian Peña, Cristobal Cuadrado, Paula Bedregal, Carlos Celis-Morales, Antonio García-Hermoso and Andrea Cortinez-O’Ryan

30 minutes for 3 or more times per week. 13 School Environment D 12.8% to 33.0% of adolescents reported the participation in physical education for 3 or more days per week without gender differences. 3 , 4 26.0% of students reported that they have positive reinforcement from teachers for being

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Catherine E. Draper, Simone A. Tomaz, Susan H. Bassett, Cora Burnett, Candice J. Christie, Colleen Cozett, Monique de Milander, Soezin Krog, Andries Monyeki, Niri Naidoo, Rowena Naidoo, Alessandra Prioreschi, Cheryl Walter, Estelle Watson and Estelle V. Lambert

of school than during school. 9 There seems to be no evidence of progress in the prioritisation of PE in the school curriculum / school environment. Community and Environment C- In ISCOLE, children (9-11 years old) did less MVPA after school in settings with higher crime rates and greater traffic

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

the school environment is not new, and multicomponent approaches existed long before the introduction of the CSPAP model ( Kelder, Goc Karp, Scruggs, & Brown, 2014 ). Nevertheless, the conceptualization of a CSPAP reified the various notions and iterations of school-based PA and provided potential

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Jenn M. Jacobs, K. Andrew R. Richards, Zach Wahl-Alexander and James D. Ressler

teachers as active agents capable of negotiating through and enacting change within school environments ( Richards et al., 2014 ). This negotiation is facilitated through the building and maintenance of productive relationships with administrators, colleagues, students, and parents, as well as garnering

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Rebecca E. Hasson

child has with his or her immediate surroundings such as home and school environments. In the home environment, parent physical activity, household rules around outdoor play, and access to media and physical activity equipment can influence a child’s physical activity and sedentary behaviors ( Jago et

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Adam Šimůnek, Jan Dygrýn, Lukáš Jakubec, Filip Neuls, Karel Frömel and Gregory John Welk

: 3866 [2610] steps), and both activity trackers underestimated the step counts in this segment. The school environment provides similar opportunities for all adolescents but contains recesses, lunch breaks, or PE lessons, which represent a source of variable and spontaneous PA. Nonetheless, the

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Wesley J. Wilson and K. Andrew R. Richards

subjective theories and work toward preparing them for the sociopolitical realities of teaching a marginalized subject ( Laureano et al., 2014 ). Emerging research suggests this can be accomplished through programming in which preservice teachers spend extensive time in school environments that are closely

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K. Andrew R. Richards, Karen Lux Gaudreault and Amelia Mays Woods

an authentic part of the school environment ( Roth, Assor, Kanat-Maymon, & Kaplan, 2007 ). While reduced personal accomplishment is a component of burnout syndrome ( Maslach, Jackson, & Schwab, 1996 ), a heightened sense of personal accomplishment is likely to help teachers develop the resilience

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

.722 .215 3.377  My school environment can be easily modified to implement a CSPAP. 4.09 0.775 −.702 4.522  Policies in my school district and/or state provide the support needed for a CSPAP at my school. 4.07 0.735 −.404 3.910  There is sufficient family/community support to implement a CSPAP at my school