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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

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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

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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

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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

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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

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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

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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

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Sarah E. Roth, Monique Gill, Alec M. Chan-Golston, Lindsay N. Rice, Catherine M. Crespi, Deborah Koniak-Griffin, and Michael L. Prelip

study from Dishman et al 21 found that enjoyment and motivation for PA decreases as youth progress through middle school. Together with evidence showing that PA begins to decline in early adolescence, 22 , 23 these findings suggest that middle school age is an important period to target for

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Rob J. Rotunda and Stuart Ryan

related to attention and self-regulation to middle-school students. There is little doubt that many MA participants have obtained psychological and physical benefit from sustained practice. Nonetheless, most middle and high schools do not offer such a curriculum focus even in club or intramural form. Thus

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Yubing Wang and Ang Chen

knowledge than students in the traditional multiactivity PE curriculum ( p  < .05, Cohen d ranged from 0.97 to 2.21). Wang et al. ( 2017 ) examined middle school students’ knowledge learning in SHL curriculum. They found that the students’ knowledge test scores increased from an average of 37% correct