Associations Between Intrinsic Motivation, Exercise Attitudes, Physical Activity, and Mental Health in Young Adolescents: An Integrated Motivational Perspective.

: Physical activity (PA) and mental health (MH) are priorities for health promotion during early adolescence. This study explored associations between intrinsic motivation for PA, exercise attitudes, PA and MH in young adolescents. : Participants were 315 students (M = 11.

Toward a whole-of-virtual school framework for promoting student physical activity: a scoping review protocol.

Background: The advent of full-time virtual schooling presents unique challenges and opportunities for the promotion of physical activity (PA) among children and adolescents. Despite the recognized benefits of PA as an essential component for combating non-communicable diseases and ensuring holistic development, there is a notable gap in understanding how to effectively integrate PA within the digital learning environments of full-time virtual schools. Current efforts to promote student PA are targeted for implementation exclusively in contexts characterized by physical school campuses that are bound to their surrounding local communities.

Systematic review and meta-analysis of physical activity interventions to increase elementary children's motor competence: a comprehensive school physical activity program perspective.

Background: Regular participation in physical activity (PA) benefits children's health and well-being and protects against the development of unhealthy body weight. A key factor in children's PA participation is their motor competence (MC). The comprehensive school physical activity program (CSPAP) framework offers a way to classify existing PA interventions that have included children's MC development and understand the potential avenues for supporting children's MC.

Whole-of-school physical activity implementation in the context of the Dubai Fitness Challenge.

Introduction: Physical activity (PA) promotion among school-aged youth is a global health priority. Recommendations for such promotion include implementing whole-of-school approaches that maximize resources across the school environment. This study examined schools' participation in an annual, government-led, and emirate-wide initiative in Dubai, called the Dubai Fitness Challenge, in which the goal is to accrue 30 minutes of PA every day for 30 days (as such, the initiative is colloquially referred to as "Dubai 30x30").

Physical Education Teachers' Perceived Effectiveness in Association with Student Attendance, Teacher Adaptability, External Educational Supports, and Teaching Format During the COVID-19 Pandemic.

Spring 2020 pandemic-control policies included an abrupt shift to remote teaching, which may have affected physical education (PE) teachers' perceived effectiveness. This study examined K-12 PE teachers' perceived effectiveness in association with student attendance, teacher adaptability, PE supports, teaching format (in-person, remote synchronous, remote asynchronous, etc.), and teacher- and school-level demographics at three time points (pre-pandemic 2019-early 2020, Spring 2020, 2020-2021 school year).

Flipping the Script: An Initial Exploration of Flipped Learning as an Enhanced Alternative to Traditional Physical Education Lessons.

Background: Physical activity (PA) is related to a variety of positive outcomes for youth and physical education (PE) represents a primary school-based environment where students can engage in moderate-to-vigorous physical activity (MVPA). Limitations exist in secondary schools with low socio-economic status, where MVPA engagement is generally below the recommended 50% of lesson time. Growing evidence suggests that using a flipped learning approach (FLA) may naturally enhance PE lessons as outlined by The Theory of Expanded, Extended, and Enhanced Opportunities for Youth Physical Activity Promotion.

Association of Physical Educators' Socialization Experiences and Confidence with Respect to Comprehensive School Physical Activity Program Implementation.

Comprehensive school physical activity programs (CSPAPs) are recommended to support physical education (PE) and increase the amount of physical activity (PA) youth receive each day. However, adoption of CSPAPs in the United States is low. PE teachers are well positioned to lead the implementation of CSPAPs, but research is needed to better understand (a) PE teachers' confidence to assume the multiple roles involved with CSPAP implementation and (b) the factors that are associated with such confidence.

Classroom teachers' "off-the-shelf" use of movement integration products and its impact on children's sedentary behavior and physical activity.

Movement integration (MI) products are one of many MI strategies that aim to reduce students' sedentary behavior (SB) and increase physical activity (PA) during classroom time. This study examined elementary classroom teachers' off-the-shelf (i.e.

The Comprehensive School Physical Activity Program: An Invited Review.

Physical inactivity is a global challenge that necessitates early intervention during childhood. Schools are positioned to make a significant impact on children's current and future physical activity behavior, but numerous barriers hinder the implementation and sustainability of school-based physical activity opportunities. The purpose of this invited article is to provide an overview of the comprehensive school physical activity program (CSPAP) as a concept, framework, and promising approach to institutionalizing physical activity within the school environment.

Virtual Physical Education During COVID-19: Exploring Future Directions for Equitable Online Learning Tools.

School closures prompted by the COVID-19 pandemic reduced opportunities for US youth to be physically active and disproportionately impacted health disparities in this population. Physical education provides the largest intervention to support the physical activity of school-aged youth, but teachers' opinions about how to maintain quality programming during virtual learning periods remain unexplored. Applying a diversity, equity and inclusion framework, this study explored physical education teachers' perceived significance of different design features for an online teaching tool to promote physical activity equity during school closures.

Parents' Perceptions and Engagement Regarding School-Based Physical Activity Promotion.

Purpose: This study examined parents' perceived importance of, and engagement in, school-based physical activity (PA) promotion.

Design: A cross-sectional, quantitative survey design was employed.

Setting: The survey was conducted in the United States.

Physical distancing ≠ physical inactivity.

During this time of global health crisis, physical distancing, along with mask wearing, has emerged as the sine qua non social practice to protect ourselves and others from COVID-19. But as physical distancing ensues and all eyes remain fixed on the novel coronavirus, another, albeit careworn, pandemic rages on. Physical inactivity, the world's fourth leading cause of death, may indeed be exacerbated by physical distancing measures, such as sheltering at home and closing or limiting access to recreation and exercise facilities.

Recommendations for Administrators' Involvement in School-Based Health Promotion: A Scoping Review.

School administrator involvement is recognized as a key factor in the extent to which school health promotion programs and initiatives are successfully implemented. The aims of this scoping review are to: (a) Identify existing documents that contain recommendations regarding the involvement of school administrators in school-based health promotion; (b) distill and summarize the recommendations; (c) examine differences in the recommendations by targeted professional level, professional group, health promotion content focus, and by whether the recommendations are evidence-based or opinion-based; and (d) evaluate the research informing the recommendations. We drew upon the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) guidelines to conduct the review.

A Systematic Review and Qualitative Synthesis Resulting in a Typology of Elementary Classroom Movement Integration Interventions.

Background/objective: Movement integration (MI) involves infusing physical activity into normal classroom time. A wide range of MI interventions have succeeded in increasing children's participation in physical activity. However, no previous research has attempted to unpack the various MI intervention approaches.

Understanding Elementary Classroom Teachers' Use of Movement Integration Resources.

Movement integration (MI)-infusing physical activity (PA) into normal classroom time during school-is an evidence-based strategy to support public health goals and enhance educational outcomes for elementary children. However, few elementary classroom teachers in the United States appear to be using MI resources. In order to understand teachers' MI resource use, this study's purpose was 3-fold: (a) to examine teachers' perceptions about MI and MI resources, (b) to identify teachers' latent class membership based on their perceptions, and (c) to determine the extent to which teachers' MI preferences, demographics, background, and school context predict class membership.

Facilitators and Barriers to Movement Integration in Elementary Classrooms: A Systematic Review.

Purpose: A systematic review was conducted to identify facilitators and barriers to movement integration (MI) in elementary school classrooms.

Method: Online databases (Educational Resources Information Center, Google Scholar, PsycINFO, and PubMed) served as data sources for the study. Following the PRISMA guidelines, relevant published research on MI was identified and screened for inclusion in a qualitative synthesis.

Evaluation of a classroom movement integration training delivered in a low socioeconomic school district.

Movement integration (MI), which involves infusing physical activity (PA) into general education classrooms, is an evidence-based strategy within whole-of-school approaches for helping children meet the national PA guideline of at least 60 min per day. This study evaluated an MI training delivered in a low socioeconomic elementary school that had recently invested in three movement facilitative classrooms (a kinesthetic classroom and two activity labs). We investigated (a) the training's fidelity in meeting recommended best practices for professional development and (b) school professionals' perspectives of the training.

Systematically Observed Movement Integration in a Low Socioeconomic School District: A Cross-Sectional, Observational Study.

Purpose: To describe teacher's integration of activity into general education classroom time (ie, movement integration-MI).

Design: Cross-sectional, observational.

Setting: Eight elementary schools in a rural, low-income school district.

Case study of a health optimizing physical education-based comprehensive school physical activity program.

In this article, we report a qualitative case study, in which we examined enablers and barriers related to the development, implementation, and sustainability of a comprehensive school physical activity program (CSPAP) aligned with the Health Optimizing Physical Education (HOPE) curriculum model at a middle school. Literature on program-diffusion and school-university partnerships guided data collection and analysis. Data sources included semi-structured interviews with the program implementation team (n = 9) and the school's health and physical education teachers (n = 7); a focus group interview with students; documents (e.

An Intervention to Increase Students' Physical Activity: A 2-Year Pilot Study.

Introduction: Schools are called upon to provide children with 30 minutes/day of moderate to vigorous physical activity (MVPA). Most school-based physical activity interventions have not targeted schools that serve children from low-income families. This study evaluated the effects of a pilot, competency-building professional development program on the school day MVPA and total activity (light- to vigorous-intensity activity) of students from schools that serve low-income families.

Two-year process evaluation of a pilot program to increase elementary children's physical activity during school.

The purpose of this study was to examine implementation processes in elementary classrooms during a 2-year (Fall 2014 to Spring 2016) pilot intervention program, Partnerships for Active Children in Elementary Schools (PACES). We examined (a) the effect of PACES on the extent of movement integration (MI) and (b) changes in teachers' perceptions regarding MI. Purposively selected classrooms (grades 1-3) across four schools (3 intervention, 1 control) participated in the study.

The Application of an Implementation Science Framework to Comprehensive School Physical Activity Programs: Be a Champion!

Comprehensive school physical activity programs (CSPAPs) have been endorsed as a promising strategy to increase youth physical activity (PA) in school settings. A CSPAP is a five-component approach, which includes opportunities before, during, and after school for PA. Extensive resources are available to public health practitioners and school officials regarding should be implemented, but little guidance and few resources are available regarding to effectively implement a CSPAP.

Initial Outcomes of a Participatory-Based, Competency-Building Approach to Increasing Physical Education Teachers' Physical Activity Promotion and Students' Physical Activity: A Pilot Study.

This study examined the initial effects of a participatory-based, competency-/skill-building professional development workshop for physical education (PE) teachers on the use of physical activity (PA) promotion practices (e.g., eliminating lines, small-sided games) and students' moderate-to-vigorous physical activity (MVPA).

Partnerships for Active Children in Elementary Schools: Outcomes of a 2-Year Pilot Study to Increase Physical Activity During the School Day.

Purpose: To evaluate the impact of the pilot study Partnerships for Active Children in Elementary Schools on the percentage of children achieving the Institute of Medicine guideline of 30 minutes of moderate-to-vigorous physical activity (MVPA) during the school day.

Design: Pre/multiple post-quasi-experimental.

Setting: Four elementary schools.