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Recess Enjoyment, Affect, and Preferences by Gender and Developmental Level in Elementary School

Ken Lodewyk and Lauren McNamara

, Espelage, & Koenig, 2009 ) have each emerged as predictors of academic engagement and success ( Centers for Disease Control and Prevention, 2010 ). The importance of recess—which most elementary school children experience every day either indoors or outdoors ( McNamara, Vaantaja, Dunseith, & Franklin, 2014

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The Relationship Between Policy Strength and Physical Activity Practices in Arizona Public Elementary Schools

Kahyun Nam, Kylie Wilson, Marissa Schulke, Pamela Hodges Kulinna, and Allison Poulos

recommended fitness standards than those in noncompliant schools, demonstrating that state-level policy adherence can influence child PA outcomes. 21 The impact of state policies and regulations on PE practices in elementary schools in Arizona is unknown. Recess Recess provides an important opportunity for

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Effects of 8-Week FIFA 11+ for Kids Intervention on Physical Fitness and Attention in Elementary School Children

Wen-Yen Tseng, Ghazi Rekik, Chia-Hui Chen, Filipe M. Clemente, Pedro Bezerra, Zachary J. Crowley-McHattan, and Yung-Sheng Chen

endurance, flexibility, and balance capacity in elementary school children. 5 Another aspect of positive development within children is to maximize their learning potential while in class. Executive functions are a key element in the learning process and the level of academic achievement in children. 6 , 7

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Classroom-Based Physical Activity: Minimizing Disparities in School-Day Physical Activity Among Elementary School Students

Hannah G. Calvert, Matthew T. Mahar, Brian Flay, and Lindsey Turner

benefits, it is recommended that children aged 6–17 years accrue at least 60 minutes of moderate to vigorous PA (MVPA) per day. 9 Several studies have provided evidence that elementary-school-aged children need at least 12,000 steps daily to reach this target. 10 – 12 As a large portion of children

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Comprehensive Policies to Support Comprehensive Practices: Physical Activity in Elementary Schools

Hannah G. Calvert, Lindsey Turner, Julien Leider, Elizabeth Piekarz-Porter, and Jamie F. Chriqui

the day, as well as health outcomes. 7 Despite this, national data show that only 3% of secondary schools have fully implemented a CSPAP, 8 whereas no national-level data currently exist regarding CSPAP implementation in elementary schools. Physical education is considered to be the cornerstone of a

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Effects of School Gardening Lessons on Elementary School Children’s Physical Activity and Sedentary Time

Erika Rees-Punia, Alicia Holloway, David Knauft, and Michael D. Schmidt

activity and sedentary time. 7 Unfortunately, traditional opportunities for school-based physical activity are diminishing. Physical education, for example, occurs on a daily basis in only 4% of elementary schools and has been completely eliminated in some school districts. 8 With growing class sizes and

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Affective Responses to Intermittent Physical Activity in Healthy Weight and Overweight/Obese Elementary School-Age Children

Matthew R. Nagy, Molly P. O’Sullivan, Shannon S. Block, Trevor R. Tooley, Leah E. Robinson, Natalie Colabianchi, and Rebecca E. Hasson

. 9 The primary aim of this study was to compare the acute effects of sedentary screen-time breaks and intermittent physical activity, performed at varying intensities, on psychological mood and enjoyment in elementary school-age children. Our primary hypothesis was that 20 two-minute activity breaks

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Comparing Canadian Generalist and Specialist Elementary School Teachers’ Self-Efficacy and Barriers Related to Physical Education Instruction

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

Engaging in physical activity during childhood is extremely important, as it helps children develop the skills and confidence to remain active throughout their lifespan ( Hardman, 2011 ). As Canadian elementary school children (i.e., kindergarten to Grade 8) spend the majority of their waking hours

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Moderate to Vigorous Physical Activity During Physical Education, Recess, and Class Time Among Elementary School Children in Qatar

Lena Zimmo, Fuad Almudahka, Izzeldin Ibrahim, Mohamed G. Al-kuwari, and Abdulaziz Farooq

Literature Review The health benefits of regular physical activity (PA) are well known ( U.S. Department of Health & Human Services, 2008 ). Despite this knowledge, data show that only 25% of elementary school children in Qatar accumulate the recommended 60 min of moderate to vigorous physical

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A Systematic Review of Correlates of the Moderate-to-Vigorous Physical Activity of Students in Elementary School Physical Education

Lijuan Wang and Yulan Zhou

adolescents should engage in MVPA for 50% of their PE lesson time to obtain the needed health benefits. However, numerous studies found that elementary school students do not meet the recommended MVPA time in many countries ( Cheval et al., 2016 ; Erwin et al., 2013 ; Gharib et al., 2015 ). Wood and Hall