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Mary Ann Devine

College years are an experimental phase in young adulthood and can lay the foundation for lifelong behaviors. One type of behavior developed during these years is the use of leisure-time physical activity (LTPA). LTPA experiences of typical college students have been examined, but there is a lack of studies examining the experiences of students with disabilities. The purpose of this inquiry is to understand the experiences of college students with disabilities and their LTPA, with focus on factors that facilitate or create barriers to engagement. Grounded theory was used to understand LTPA with undergraduates with mobility or visual impairments. Results indicated a theme of culture of physical activity and disability as they received a message that engagement in LTPA was “unnecessary” or “heroic,” which altered their LTPA experiences. Barriers to LTPA can be understood through a social relational lens to recognize the multidimensionality of barriers and facilitators to LTPA.

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Julien Aucouturier, Caroline Ganière, Salomé Aubert, Fabien Riviere, Corinne Praznoczy, Anne Vuillemin, Mark S Tremblay, Martine Duclos, and David Thivel

Background:

Many countries publish periodic Report Cards on physical activity for children and youth. This paper presents the results from the first French Report Card providing a systematic synthesis and assessment of the national engagements to facilitate childhood physical activity.

Methods:

A search for nationally representative data on 8 indicators of physical activity was conducted and the data were assessed by an expert panel according to international procedures. Whether children across France are achieving specific benchmarks was rated using an established grading framework [A, B, C, D, F, or INC (incomplete)]. Data were interpreted, grades assigned and detailed in the 2016 Report Card that was produced and disseminated.

Results:

The expert panel awarded the following grades: Overall Physical Activity: INC; Organized Sport Participation: D; Active Transportation: D; Sedentary Behaviors: D; Family and Peers: INC; School: B; Community and the Built Environment: INC; Government Strategies and Investment: INC.

Conclusions:

The grades reveal that efforts must be done to improve youth’s physical activity and that several gaps in the literature still need to be addressed. Collectively the results highlight that children’s physical activity levels are low and that further national supports and investments are needed to promote childhood healthy active living in France.

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Dylan O. Blain, Thomas Curran, and Martyn Standage

(Royal Bank of Canada Learn to Play—Canadian Assessment of Physical Literacy, 2018) has been reported by Tremblay et al., using their Canadian Assessment of Physical Literacy (CAPL) measurement tool ( Healthy Active Living and Obesity Research Group, 2014 ; Longmuir et al., 2015 ; Tremblay et al., 2018

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Taru Manyanga, Nyaradzai E. Munambah, Carol B. Mahachi, Daga Makaza, Tholumusa F. Mlalazi, Vincent Masocha, Paul Makoni, Fortunate Sithole, Bhekuzulu Khumalo, Sipho H. Rutsate, and Tonderayi M. Matsungo

. Overall physical activity levels for Zimbabwean children are lower than desired. Robust research using nationally representative samples, consistent advocacy and stakeholder engagement, including policies that prioritize healthy active living among Zimbabwean children and youth is needed. References 1

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Yolanda Demetriou, Antje Hebestreit, Anne K. Reimers, Annegret Schlund, Claudia Niessner, Steffen Schmidt, Jonas David Finger, Michael Mutz, Klaus Völker, Lutz Vogt, Alexander Woll, and Jens Bucksch

levels. The fact that no overall government policy exists to promote PA in children and adolescents signals a need for further actions from government that facilitates PA and creates environments that support healthy active living among German children and youth. Furthermore, the differences existing in

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Chloe McKay, Johanna M Hoch, and Deirdre Dlugonski

Regulation in Exercise Questionnaire; IPAQ-SF = International Physical Activity Questionnaire Short Form; HAL = healthy active living; PL = physical literacy. Summary of Search, Best Evidence Appraised, and Key Findings • The literature search yielded 103 studies (Figure  1 ). One additional study, found

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Enid K. Selkirk, Cheryl Missiuna, Sandra Moll, Peter Rosenbaum, and Wenonah Campbell

analysis (CDA) methods, we propose an analysis that is current and critical in scope to consider whether the Ontario HPE curriculum (2015) reflects inclusive practice. The Healthy Active Living Education (HALE) courses (Grades 9–12) represent the core PE courses within the Ontario secondary HPE curriculum

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Joel D. Barnes, Christine Cameron, Valerie Carson, Jean-Philippe Chaput, Rachel C. Colley, Guy E.J. Faulkner, Ian Janssen, Roger Kramers, Travis J. Saunders, John C. Spence, Patricia Tucker, Leigh M. Vanderloo, and Mark S. Tremblay

, University of Waterloo) and the Canadian Assessment of Physical Literacy (2014-17 CAPL, Healthy Active Living and Obesity Research Group, Ottawa, Canada). Other sources of data included peer-reviewed literature and gray literature (eg, government and non-government reports). Results and Discussion A complete

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Nigel R. Green, William M. Roberts, Dwayne Sheehan, and Richard J. Keegan

charting progress on a physical literacy journey. The Canadian Assessment of Physical Literacy has been in development since 2008 through the Healthy Active Living and Obesity Research Group. It is a comprehensive research-grade protocol that, it is claimed, can accurately and reliably assess a broad

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Cara Shearer, Hannah R. Goss, Lowri C. Edwards, Richard J. Keegan, Zoe R. Knowles, Lynne M. Boddy, Elizabeth J. Durden-Myers, and Lawrence Foweather

to physical literacy research, such as the Healthy Active Living and Obesity group and the Pacific Institute for Sporting Excellence. Initially, a range of physical literacy definitions were developed in Canada, often adapted from Whitehead’s ( 2010 ) original definition to suit the needs of specific