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Emilio J. Martínez-López, Nestor Zamora-Aguilera, Alberto Grao-Cruces and Manuel J. De la Torre-Cruz

Purpose:

The aim of this study was to investigate the association between Spanish physical education teachers’ perceived self-efficacy toward including overweight and obese students and their attitudes toward overweight and obese students.

Method:

Four hundred and seventy-one physical education teachers filled out questionnaires to assess their self-efficacy expectations to meet overweight and obese students’ educational needs, and to identify physical education teachers’ beliefs and attitudes toward these students.

Results:

The physical education teachers with a higher perceived self-efficacy in fostering participation and in assessing and promoting overweight and obese students’ learning were more sensitive toward these students’ fitness and healthcare and showed less pejorative attitudes toward overweight and obesity.

Conclusions:

These results highlight the need for teaching education programs capable of increasing the physical education teachers’ perceived self-efficacy in this area. The results also show that there is a need for training for teachers and students in strategies aimed at reducing the cases of victimization of overweight and obese students.

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Dennis Hamacher, Daniel Hamacher, Kathrin Rehfeld, Anita Hökelmann and Lutz Schega

Dancing is a complex sensorimotor activity involving physical and mental elements which have positive effects on cognitive functions and motor control. The present randomized controlled trial aims to analyze the effects of a dancing program on the performance on a motorcognitive dual task. Data of 35 older adults, who were assigned to a dancing group or a health-related exercise group, are presented in the study. In pretest and posttest, we assessed cognitive performance and variability of minimum foot clearance, stride time, and stride length while walking. Regarding the cognitive performance and the stride-to-stride variability of minimum foot clearance, interaction effects have been found, indicating that dancing lowers gait variability to a higher extent than conventional health-related exercise. The data show that dancing improves minimum foot clearance variability and cognitive performance in a dual-task situation. Multi-task exercises (like dancing) might be a powerful tool to improve motor-cognitive dual-task performance.

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Matthew D. Curtner-Smith, Deborah. S. Baxter and Leah K. May

who favor this perspective therefore focus on their students’ learning of and competency with the subject-matter content of physical education (e.g., fundamental movement and sport skills, game strategies and tactics, health-related exercise, and the kinesiological subdisciplines; Ennis, 1992b

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Lorraine Cale and Jo Harris

. explain factors affecting participation and constraints to being active and explore how to overcome the latter to gain access to and sustain involvement in activity (activity promotion) Note. Adapted from “Health-Related Exercise in the National Curriculum,” by J. Harris, 2000 , Leeds, UK: Human

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Stephen Samendinger, Christopher R. Hill, Teri J. Hepler and Deborah L. Feltz

examine the effect of prior past persistence performance and pre-exercise self-efficacy on health-related exercise persistence. While maintaining a consistent level of moderate–vigorous physical activity over 12 exercise sessions on a cycle ergometer, adult participants consistently increased their

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Rachel Arnold, Nicole Bolter, Lori Dithurbide, Karl Erickson, Blair Evans, Larkin Lamarche, Sean Locke, Eric Martin and Kathleen Wilson

Edited by Kim Gammage

motives, and fewer health-related exercise motives. These findings are consistent with previous studies of women, suggesting both men and women may be harmed by appearance-focused social media images. Future studies are needed to examine whether and how social media can be an effective tool for exercise

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Brendan T. O’ Keeffe, Ciaran MacDonncha, Kwok Ng and Alan E. Donnelly

development in health-related exercise . Physical Education & Sport Pedagogy, 17 ( 5 ), 477 – 491 . 10.1080/17408989.2011.594429 Alfrey , L. , & Gard , M. ( 2014 ). A crack where the light gets in: A study of health and physical education teachers’ perspectives on fitness testing as a context for

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Zachary Wahl-Alexander and Matthew D. Curtner-Smith

entire student body. Common goals of activity courses include increasing participation in physical activity, skill acquisition, and improving fitness and knowledge of health-related exercise ( Hensley, 2000 ; Poole & Graham, 1996 ). In addition, activity courses are formally evaluated and often count