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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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K. Andrew R. Richards, Colin G. Pennington and Oleg A. Sinelnikov

PE (e.g., elementary classroom teachers tasked with teaching PE), specify the methods used to collect and analyze data, reference OST or draw from the works of prominent scholars of PE-teacher socialization (e.g.,  Lawson, 1983a , 1983b ; Templin & Schempp, 1989 ), and offer conclusions that

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Peter Hastie

.M. , & Strainer , S. ( 2003 ). Student performance data, school attributes and relationships . Journal of Teaching in Physical Education, 22, 494 – 511 . doi:10.1123/jtpe.22.5.494 10.1123/jtpe.22.5.494 Morgan , P.J. , & Hansen , V. ( 2008 ). Classroom teachers’ perceptions of the impact of barriers

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Darla M. Castelli and Ang Chen

assigned to specialist-led, classroom teacher–led, or physical activity leader–led (active control) physical education conditions. The study revealed promising results of increased health-related fitness ( Sallis et al., 1997 ). Significantly higher aerobic and muscle fitness were demonstrated in classes

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Thomas L. McKenzie

teacher type (i.e., physical education specialist vs. classroom teachers), coeducational versus single-gender classes, indoor versus outdoor classes, self-contained versus team-taught lessons, and traditional versus block scheduling of classes ( McKenzie & Smith, 2017 ). SOPLAY SOPLAY is a place

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Thelma S. Horn

teachers’ own implicit theories of ability that affected their students but rather the teaching practices and learning climates that they created in their classroom. Teachers who were effective in creating an incremental mind-set in their students focused predominantly on the process of learning rather

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Rebecca E. Hasson

Health, 80 ( 10 ), 470 – 477 . PubMed doi:10.1111/j.1746-1561.2010.00530.x 10.1111/j.1746-1561.2010.00530.x McMullen , J. , Kulinna , P. , & Cothran , D. ( 2014 ). Physical activity opportunities during the school day: Classroom teachers’ perceptions of using activity breaks in the classroom

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Ang Chen, Bo Shen and Xihe Zhu

classroom teachers following the scripted lesson plans, after intensive training. A challenge in testing curriculum efficacy is to separate the efficacy of the curriculum from the influence of the teacher. In physical education, teachers are often viewed as an inseparable part of the curriculum. This