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Ashley Casey, Victoria A. Goodyear and Ben P. Dyson

A wealth of school-based interventions report on students’ positive responses to the use of models-based practice in physical education. However, research that examines the effectiveness of models-based practice rarely reports on the fidelity of implementation i.e., when all of the characteristics of a model are implemented. The purpose of this study was to explore model fidelity in the use of the Cooperative Learning model. Action research and systematic observation (using the Cooperative Learning Validation Tool which acknowledged the observation of key characteristics of the model) were used to confirm model fidelity. Consequently, the themes which emerged from the data analysis of could be directly linked to the authentic use of Cooperative Learning context. The paper concludes by arguing that when reporting on findings from empirical research on the use of Cooperative Learning we need to adopt a more robust approach in determining—through rigor and quality of research—the authenticity of implementation.

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Xihe Zhu and Justin A. Haegele

, et al., 2009 ). In addition, Zapata et al. ( 2008 ) identified health-related fitness knowledge deficiencies as a factor that influences the rising prevalence of overweight and obesity in children. School-based interventions, and, more specifically, those situated in physical education programs, are

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Michelle E. Jordan, Kent Lorenz, Michalis Stylianou and Pamela Hodges Kulinna

social interactions with system stakeholders (i.e., other teachers, administrators, and students’ family members), thereby joining other educational researchers in considering social capital in school-based interventions. Hargreaves and Fullan ( 2012 ), for instance, argued that the best way to develop

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Gabriella M. McLoughlin, Kim C. Graber, Amelia M. Woods, Tom Templin, Mike Metzler and Naiman A. Khan

of their waking hours in school settings, an increasing number of researchers have begun conducting school-based interventions to target health behaviors, such as physical activity and nutrition intake, to prevent or attenuate childhood obesity ( Fairclough et al., 2013 ). Many school-based health