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Dani M. Moffit, Jamie L. Mansell and Anne C. Russ

Temple University Owls Athletic Training Society (OATS), committed to education and community involvement, formed a relationship with Lanning Square Elementary School (LSE). Located less than 10 miles from campus in Camden, NJ, a high incidence of poverty, violence, and one-parent families is the norm. Through a grant, OATS adopted the fifth-grade classes at LSE for 1 year, beginning with letter exchanges between OATS students and elementary students. OATS traveled to LSE for their holiday party, met their pen pals, and provided healthy snacks. In the spring, the LSE completed a health/wellness unit and visited Temple. Students shared several health activities including learning about bones/muscles in the anatomy laboratory, stretching properly, and exercising. They received lunch and Temple mementos. OATS raised money the following year to continue the project. This allowed OATS and administrators to participate positively in our community, promote diversity, and introduce healthy lifestyles to youngsters.

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Dawn Anderson-Butcher

suggest that 385 million children worldwide live in extreme poverty ( Newhouse, Suarez-Becerra, & Evans, 2016 ), and 250 million live in countries affected by conflict ( Rueckert, 2019 ). Forty-one percent of youth experience food insecurity ( Pereira, Handa, & Holmqvist, 2017 ), and more than 50% of

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Rebecca E. Hasson

American and Latino children lived in a low-income household (i.e., family income below 200% of the federal poverty line) compared with 29% of White children ( United States Census Bureau ). In addition to fewer built and social supports associated with living in lower socioeconomic environments, ethnic

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Jared A. Russell, Sheri Brock and Mary E. Rudisill

to draw group boundaries to distinguish themselves from others ( Perception Institute, n.d. ). One only has to look at watchdog legal organizations such as the Southern Poverty Law Center’s Hate Watch ( https://www.splcenter.org/hatewatch ) or Hate Map ( https://www.splcenter.org/hate-map ) to

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Alan L. Smith and Daniel Gould

promotion of social development in youth sport participants. Anderson-Butcher overviews extant research on social- or life-skill development through sport and assesses the role of youth sport in addressing broader social problems such as poverty and inequality. Examples of community-based programs are

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René Revis Shingles

. . . . Once seven of us kids lived in a car with her [his mother] for about a month” ( Oher, 2001 , p. 11). Oher experienced poverty, food insecurity, and housing insecurity including homelessness. If he sprained his ankle while playing football and a home exercise regimen was prescribed, he might not have

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Mark Dyreson

extinction then, nor is it today. Although still plagued by malnutrition, disease, poverty, and isolation, as well as by incursions into their homelands by the mining, logging, narco-trafficking, and even tourism industries, twenty-first-century Mexican census data count more than 100,000 Tarahumara. They

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Mark S. Dyreson

of their poverty, disease, and seclusion, they were actually a growing tribe in the 1960s, one of the largest in Mexico with about 50,000 members. In the half-century since, as they have faced new challenges including environmental despoliation of their homelands by mining and logging corporations

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Haichun Sun and Tan Zhang

, and these connections are especially meaningful for students in urban schools or high-poverty schools, where students may face many challenges in their community ( Ennis, 2000 ). When students fail to connect themselves to the learning community or perceive the relevance and values of their

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K. Andrew R. Richards, Kim C. Graber and Amelia Mays Woods

orientation, which aligns with what they perceive that youth need in a community affected by poverty ( Ennis, Chen, & Ross, 1992 ). However, she also learned that many urban physical educators preferred a focus on social responsibility (i.e., respect and order in the classroom) over one on social