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Jeffrey P. Carpenter and Stephen Harvey

Purpose: This study investigated the benefits and challenges described by physical educators who had actively used social media professionally for an average of more than 6 years. Method: The data were collected through semistructured individual and focus group interviews, with an international sample of physical educators (N = 48). The data were analyzed through an open coding process to develop themes. Results: Diverse benefits and challenges associated with social media use were identified and organized in alignment with a social ecological model. The benefits included enhanced knowledge, skills, teaching, student learning, and access to professional community. The challenges included managing the quantity of available content, the risks of context collapse, and navigating the cultures and discourse of online spaces. Discussion: A deeper understanding of the benefits and challenges of physical educators’ social media use can enable stakeholders to act in more strategic ways as they navigate the promise and the peril of social media.

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Catherine P. Abel-Berei, Grace Goc Karp, Marcis Fennell, Elisa Drake and Simon Olsen

A Comprehensive School Physical Activity Program (CSPAP) can help children be physically active for 60 min/day. Physical Education for Progress grants provided opportunities to improve physical education and physical activity programming. Purpose: This study explored stakeholders’ perspectives on the effects of a Physical Education for Progress grant on a district-wide CSPAP. Method: Stakeholders included physical educators (n = 10; K–12), administrators (n = 6), and one superintendent. Individual, semistructured interviews were used to examine how the grant affected stakeholders’ perspectives of the CSPAP. Results: The grant affected the CSPAP by providing (a) opportunities for professional development, (b) opportunities to establish a K–12 curriculum map, and (c) access to equipment and resources. Discussion: Framed in social ecological theory, intrapersonal, interpersonal, institutional, and community levels were influenced by the grant. Interactions between levels enabled changes in all CSPAP components, especially quality PE. Conclusion: A Physical Education for Progress grant is a successful mechanism to enhance a district-wide CSPAP.

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Jeffrey P. Carpenter and Stephen Harvey

described by the participants in this monograph’s studies. The use of self-determination theory ( Ryan & Deci, 2017 ) in Chapters 3 and 6 ( Hyndman & Harvey, 2020 ) and social ecological theory ( Bronfenbrenner, 1979 ) in Chapter 2 ( Carpenter & Harvey, 2020 ) highlight the multiple interconnected factors

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Samantha M. Gray, Peggy Chen, Lena Fleig, Paul A. Gardiner, Megan M. McAllister, Joseph H. Puyat, Joanie Sims-Gould, Heather A. McKay, Meghan Winters and Maureen C. Ashe

. Quantifying the difference between self-reported and global positioning systems-measured journey durations: a systematic review . Transp Rev . 2013 ; 33 ( 4 ): 443 – 459 . doi:10.1080/01441647.2013.815288 10.1080/01441647.2013.815288 15. Stokols D . Translating social ecological theory into guidelines

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Ka-Man Leung, Pak-Kwong Chung, Tin-Lok Yuen, Jing Dong Liu and Donggen Wang

. doi:10.1249/MSS.0b013e31817c67a4 10.1249/MSS.0b013e31817c67a4 Stokols , D. ( 1996 ). Translating social ecological theory into guidelines for community health promotion . American Journal of Health Promotion, 10 , 282 – 298 . PubMed ID: 10159709 doi:10.4278/0890-1171-10.4.282 10

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Neng Wan, Ming Wen, Jessie X. Fan, O. Fahina Tavake-Pasi, Sara McCormick, Kirsten Elliott and Emily Nicolosi

Education: Theory, Research, and Practice . 3rd ed . San Francisco, CA : Jossey-Bass ; 2002 : 462 – 484 . 41. Stokols D . Translating social ecological theory into guidelines for community health promotion . Am J Health Promot . 1996 ; 10 ( 4 ): 282 – 298 . doi:10.4278/0890-1171-10.4.282 10

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Nathan H. Parker, Rebecca E. Lee, Daniel P. O’Connor, An Ngo-Huang, Maria Q.B. Petzel, Keri Schadler, Xuemei Wang, Lianchun Xiao, David Fogelman, Richard Simpson, Jason B. Fleming, Jeffrey E. Lee, Ching-Wei D. Tzeng, Sunil K. Sahai, Karen Basen-Engquist and Matthew H.G. Katz

.1177/109019818801500401 10.1177/109019818801500401 3068205 14. Stokols D . Translating social ecological theory into guidelines for community health promotion . Am J Health Promot . 1996 ; 10 ( 4 ): 282 – 298 . PubMed ID: 10159709 doi:10.4278/0890-1171-10.4.282 10159709 10.4278/0890-1171-10.4.282 15. Sallis JF

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Allison Ross, Ja Youn Kwon, Pamela Hodges Kulinna and Mark Searle

particular elements of the PE, a parent can form an opinion about the safety of different modes of travel for their child’s trip to school. 60 The proposed model (Figure  1 ), constructed on the principles of social–ecological theory, aims to further existing research by including the element of SC to

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Ka Man Leung and Pak-Kwong Chung

—Physical fitness test for the community . Retrieved from http://www.lcsd.gov.hk/en/healthy/physical_fitness_test/common/physical_fitness_test/download/SummaryReport_en.pdf Stokols , D. ( 1996 ). Translating social ecological theory into guidelines for community health promotion . American Journal of Health

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Alice M. Buchanan, Benjamin Miedema and Georgia C. Frey

the nature and context of parent perceptions of PA for their adult children with ASD. This effort supports the recent calls for more research on the lived experiences and health of adults with ASD ( Howlin & Taylor, 2015 ; Warren et al., 2012 ). Theoretical Framework Social-ecological theory as