, 1992 ). Method Participants and Setting Parents of each of the 125 pupils in the 6th, 7th, and 8th grade of one public middle school in a medium sized southeastern town in the United States were approached about taking part in the study. Thirty-nine parents agreed to participate. Their gender, race
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Influence of Acculturation on Parents’ Readings of and Expectations for Physical Education
Meredith George and Matthew D. Curtner-Smith
Exploring Recess Policies and Practices in Middle Schools: A School Leadership Perspective
Edward B. Olsen, James D. Wyant, Emi Tsuda, Kyoung Kim, Mia Weiser, Colin Embry, Joseph Di lusto, John Koch, and Mohamed Omar
daily recess. However, only 35% of these elementary schools had sixth graders participate in daily recess ( CDC, 2015 ). The School Health Policies and Practices study ( CDC, 2017 ) found that only 7.5% of middle schools and 2.2% of high schools required classroom physical activity opportunities outside
The Missing Link? Middle School Students’ Procedural Knowledge on Fitness
Tan Zhang, Anqi Deng, and Ang Chen
the findings on students’ inability to transfer knowledge into action ( Demetriou et al., 2015 ), we hypothesized that the lack of procedural knowledge could be a factor that contributes to the absence of fitness-enhancing behaviors. The purpose of this study, therefore, was to identify middle school
The Effectiveness of Equipment Provisions on Rural Middle School Students’ Physical Activity During Lunch Recess
Hyeonho Yu, Pamela H. Kulinna, and Shannon C. Mulhearn
by providing students with access to a designated PA venue and equipment. The behavioral support intervention did not provide further increased PA. McKenzie et al 13 observed students’ leisure time PA at 24 middle schools during school days. The largest proportion of students came to the activity
High-Intensity Interval Training-Based Fitness Education in Middle School Physical Education: A Limited-Efficacy Study
Senlin Chen, Yang Liu, Jared Androzzi, Baofu Wang, and Xiangli Gu
, “only Oregon and the District of Columbia meet the national recommendations for weekly time in PE at both elementary and middle school levels” ( Society of Health and Physical Educators [SHAPE], 2016 , p. 3). In addition, very few states require a minimum amount of time that K–12 students must spend in
Footwear Type and Testing Environment Do Not Affect Baseline Modified Balance Error Scoring System Performance Among Middle School Athletes
Nicholas K. Erdman, Patricia M. Kelshaw, Samantha L. Hacherl, and Shane V. Caswell
factors (ie, footwear worn, testing environment) in high school- and college-aged populations. Additionally, middle school students are typically between 10 and 14 years of age and commonly experience rapid physical growth and biological maturation 24 during this time that may affect their balance
Female Undergraduate Students’ Experiences Facilitating an Out-of-School Physical Activity Program for Middle School Girls
Peter Stoepker, Duke Biber, and Jaimie McMullen
was one program that aimed to train college women to effectively lead OST PA to positively impact middle school girl PA and social–emotional learning ( Biber et al., 2022 ). Although it is helpful to understand participants’ perspectives on PA leadership, more in-depth qualitative research is needed
Before-School Physical Activity Program on Middle School Students’ Social and Emotional Learning and Energy Levels
Tan Leng Goh and Chee Hoi Leong
-regulation has been found to increase middle school students’ self-regulation skills, that may promote behaviors of long-term physical activity adherence ( Grim et al., 2013 ). Furthermore, school-based physical activity program with a focus on SEL has shown to help schools address challenges such as poor
Comparing Learners’ Attitude, Knowledge, and Behaviors for Active Living in Physical Education Between Two Middle Schools
Yang Liu, Senlin Chen, and Xiangli Gu
insufficient levels of PAF knowledge ( Chen & Nam, 2017 ; Keating et al., 2009 ). Given the importance and insufficient understanding of PAF knowledge, PAF knowledge deserves to be a priority learning area in PE, especially during the middle school years ( Chen, Liu, & Schaben, 2017 ). Active Living Behaviors
Investigating Middle School Students’ Physical Education Emotions, Emotional Antecedents, Self-Esteem, and Intentions for Physical Activity
Kelly L. Simonton and Todd E. Layne
students’ esteem is linked to the physical and affective sides of their PE experiences. Of note, students middle school years represent a particularly vulnerable time in one’s personal and social development ( Jackson & Cunningham, 2015 ). This is important because one’s self-esteem is linked to multiple
