Attention deficit hyperactivity disorder (ADHD) is one of the common neurodevelopmental disorders among students. This scoping review aimed to map the evidence on the role of Physical Education (PE) in helping ADHD Students. PsycINFO, MEDLINE (PubMed), Google Scholar, ProQuest, and SPORTDiscus databases were searched for evidence. Following the recommended processes for conducting a scoping review, 11 articles were included in this review. The interventions included in this review can be summarized in three clusters: reduction of symptoms, obtaining strategies, and positive impacts on feelings, relationships, performance, engagement/enjoyment. Considering the various study designs, methods, sample sizes, and PE approaches in these 11 investigations, it is challenging to determine the best PE setting to help ADHD children. However, based on the results of this review, PE classes can positively impact ADHD students. Implementing a structured movement program and integrating this program into the PE curriculum would be beneficial for ADHD students.

Despite the central importance of school leadership in the successful implementation of new programs, little research has explored administrators’ views concerning whole-of-school physical activity (PA) initiatives, which can support students’ academic performance and healthy development. A critical knowledge gap exists in the context of secondary education, where whole-of-school PA implementation may face nuanced challenges. The purpose of this U.S.-based study was to examine middle school principals’ beliefs about whole-of-school PA. A convenience sample of 19 principals from six states participated in individual, semi-structured interviews. The data were thematically analyzed in NVivo. Findings spanned three themes: (a) PA benefits the whole child, but who is in charge? , (b) school- and system-level resources that matter , and (c) the gap between verbal support and administrative action. Collectively, these themes revealed principals’ nearly universal philosophical support for school-based PA programming but also demonstrated how such convictions often operate within structures that deprioritize it. Although principals expressed a desire to foster more active school cultures, they often perceived such efforts as idealistic and instead conformed to the accountability systems that govern their work. This study provides a key empirical lens from the perspective of school leadership to understand potential barriers and facilitators to whole-of-school PA implementation in middle schools.

Physical activity in youth is significant as it lays the foundation for a healthier lifestyle. However, in physical education classes, the voice of the student often goes unheard. The purpose of this study was to determine how the perception or preference of physical activity differs by age, gender, and/or ethnicity in a middle school setting. Students in grades 6, 7, and 8 completed two surveys relating to physical activity and their experience in physical education. The validated PEAS (Orlic et al., 2017) and an activity list of activities typically offered in PE, as well as others outside of regular physical education classes. Gender played a significant role in female students being uncomfortable in and unsatisfied with their current PE experience. Ethnicity was a factor for students preferring individual sports above all others. Age did not show significance across any grade or activity. Findings are in favor of the inclusion of student voice in physical education to improve student experience and engagement. More research about the inclusion of ethnicity and gender must be done.

Purpose: Research has explored online physical education (PE) throughout the pandemic and has started to identify its lasting results. This study investigated how teachers implemented PE a year into the COVID-19 pandemic and explored what challenges remained or were overcome from the onset of the pandemic. Method: Using an explanatory sequential mixed-methods design, PE teachers (N = 607) completed an online survey about teaching PE during the pandemic. PE teachers (N = 20) were purposefully sampled and participated in follow-up interviews. Results: Quantitative data indicated that teachers rated themselves less effective as the pandemic continued. Despite this decline, teachers reported teaching to the standards with significant differences across grade levels. Qualitative findings provide context relating to four themes. Conclusions: Effective online PE requires pre- and in-service professional development on integrating technology, enhancing traditional teaching skills, and developing effective assessment strategies. The study highlights how PE instruction must adapt in an evolving digital world.

Children who are overweight or obese exhibit a significant number of health concerns and are more likely to exhibit mental health and academic-related concerns. Thus, finding ways in schools to help them with multiple barriers is ideal. DeskCyclesTM are one possible means for mitigating some of these concerns. There were three major objectives to this study: (a) To evaluate whether the use of DeskCyclesTM increases child physical activity, (b) To determine if DeskCyclesTM are feasible to use in the classroom for both teachers and students, and (c) To evaluate whether student on-task behavior improves or worsens from student use of DeskCyclesTM. Twenty-eight 5th grade students from two classrooms were randomly assigned to treatment/control conditions wherein the treatment classroom engaged in the use of DeskCyclesTM in their classroom. Both treatment and control classrooms wore wrist accelerometers to measure physical activity. They completed an 11-item feasibility survey regarding the DeskCyclesTM and the intervention teacher participated in a feasibility interview. Results showed no significant differences in physical activity by group, and on-task behavior was significantly lower as time passed during the study. The teacher indicated more barriers to using the DeskCyclesTM, while the students were divided on their perceptions of feasibility. DeskCyclesTM were not an effective intervention for physical activity or behavioral outcomes in this classroom setting. It appears that DeskCyclesTM may not be a beneficial part of the solution for accruing classroom physical activity because they did not generate more physical activity, and students did not demonstrate better behavior while using them.

On March 24, 2020, the Government of India ordered a nationwide lockdown for 21 days, limiting the movement of the entire 1.3 billion population of India as a preventive measure against the COVID-19 pandemic. Similar to other educators around the world, teachers in India instantly began plans to initiate virtual learning at a scale never seen before. The purpose of this study was to examine the lessons learned from Indian physical education (PE) teachers and provide strategies for leveraging what has been learned during the COVID-19 pandemic to improve the field of PE in India and beyond. The number of responses recorded in this study was 282 across the country with a response rate of 80.57% of whom 52 (18.50%) were female and 230 (81.5%) were male. The high percentage of males in this study mirrors the Indian population of PE teachers, of which the majority are male. Respondents completed the online survey of six Likert scale closed-ended statements and four open-ended questions that were the focus of this research. Mixed responses were received on the confidence level of use of technology now as opposed to prepandemic. Half of the respondents (51.24%) reported being comfortable using technology, and 44.83% reported slight confidence using the technology. The deductive and inductive qualitative analysis led to five themes: (a) effective instruction, (b) technology in teaching, (c) PE, (d) student experiences, and (e) general success. This study’s results can be considered as an opportunity to revamp the curriculum of PE and include proper information and communication technology– related material in the PE teacher training courses. Lesson planning through a virtual mode that readies preservice trainee teachers to tackle similar types of challenges in near future can be offered during training.

The present study examined the impact of aerobic and anaerobic exercise on cognitive abilities in eighth grade students at one middle school in southeastern US. It is known that youth do not meet recommended physical activity levels, yet there is research demonstrating a clear connection between aerobic exercise and academic performance. There is a gap in evidence regarding anaerobic exercise and cognitive capabilities. If professionals know which type of exercise is most beneficial for enhancing cognition in youth, it will behoove them to incorporate these practices in physical education and other areas throughout the school day for students. Thus, this research aimed to answer the following question: what is the effect of both aerobic and anaerobic exercise on the cognitive functions of eighth grade students, specifically measuring working memory, attention, and impulsivity? Fifty research participants (N = 31 males, 18 females, 1 other), aged 13–14, consented/assented to the complete study protocols. Participants engaged in an experiment containing three different cognitive tasks after partaking in three separate exercise conditions. The cognitive measures were the Stroop color–word task, the Flanker test, and the Go/No Go task, which all measured reaction time and the number of correct responses. The exercise conditions were baseline (after no exercise), aerobic (after a continuous running activity in PE), and anaerobic (after completing an interval dumbbell workout in PE). Each condition took place on a separate day to decrease the effect of confounding variables. The data were analyzed using the Scheffe modification of the MANOVA to determine whether multiple levels of the independent variable influenced the dependent variables (the reaction time and number of correct responses) or if a combination of variables influenced the outcomes. Each cognitive test was analyzed separately. The results showed that the exercise condition did significantly impact the reaction time and the number of correct responses for the Stroop color–word task [F(4, 254) = 8.59, p < 0.001; Pillai’s Trace = 0.24]. Specifically, aerobic exercise improved both reaction time (p < 0.001) and the number of correct responses (p = 0.001) compared to baseline, while anaerobic exercise improved just reaction time compared to baseline. To find out more detailed information about the specific dependent variable affected by the exercise program, individual ANOVA tests were conducted, resulting in statistical significance for both the number of correct responses and reaction time regarding the program. The partial Eta2 of 0.07 for the number of correct responses and 0.24 for reaction time indicated that 7% of the variance in correct responses and 24% of the variance in reaction time could be explained by the exercise program. While both are significant, reaction time is more impacted by exercise program than correct responses are. Given these findings, it is recommended that aerobic physical activity be offered in school prior to assigning cognitively challenging tasks, while quick anaerobic activity breaks should be used to refocus students’ attention. More research should be conducted to examine other cognitive abilities, as well as in other populations.

Research examining physical activity (PA) is significant because of the known benefits of PA. Studying high school (HS) students is particularly important due to the consistent decline in PA as students age. One strategy to increase PA is to increase someone’s self-efficacy (confidence) to be physically active which is commonly positively associated with PA. Most of the research on how to support physical activity self-efficacy (PASE) comes from outside-of-school interventions with minimal literature on how to support students’ PASE within HS physical education (PE). This study attempted to identify and share practices that current HS PE teachers were implementing to support students’ PASE and further develop previous recommendations to support PASE. The study participants were 14 current HS PE teachers that participated in one individual semi-structured interview that lasted approximately 50-60 minutes. Interview questions were designed to ask participants about their daily in-person class routines and how they support PASE based on the four sources of self-efficacy. The results include three themes to assist in supporting HS students’ PASE which include: (a) Maximizing initial success, (b) Redefining success, and (c) Increasing PA awareness and monitoring. All themes and examples coincide with previous recommendations on how best to support PASE. PE teachers have the opportunity to design PA experiences that maximize the chances of students interpreting their experiences as successful and allow students to manage their PA participation. Implementing these types of strategies can hopefully increase students’ overall participation in PA by supporting their PASE.

BACKGROUND:This study offers a comprehensive review of academic performance measurement instruments in physical activity and education settings, aiming to provide a comprehensive list of tools used for measuring academic performance in relation to variables associated with physical activity. METHODS:Academic performance outcomes, including cognitive skills, attitudes, academic achievement, and academic behavior categorized by CDC, were investigated using specific keywords in search engines between 2000 and June 2022, with 233 articles (describing 220 studies) included. RESULTS:Participant demographics, mainly elementary students, displayed variability. The review found that 37.3% of studies measured cognitive skills and attitudes (primarily attention), 57.3% assessed academic achievement (GPA, subject scores, or standardized tests), and 15.9% evaluated academic behaviors (mostly on-task/off-task behaviors). Various instruments were employed, notably those measuring attention, intelligence, memory, and attitude. Positive associations were found in 63.4%, 78.6%, and 85.7% of studies for cognitive skills, academic achievement, and academic behavior, respectively. CONCLUSION:This literature review highlights the prevalence of studies on academic achievement, diverse cognitive skills instruments, and a focus on attention. Despite predominantly positive relationships, some studies reported non-significant or negative associations, particularly for cognitive skills. Future research should emphasize these areas using reliable instruments.

Purpose: The purpose of this study was to elicit salient information from K–5 teachers regarding their perceptions of in-school play. Play is not goal-focused and can be structured or unstructured, includes high or low physical activity, or utilizes gross or fine motor skills, and children participate in play for enjoyment. Method: K–5 teachers (n = 27) were asked questions based on the Theory of Planned Behavior during focus groups. Theory of Planned Behavior and Caring Theory themes were identified within and across groups with 34 codes across nine themes identified. Results: Teachers thought positively about in-school play. Play supported caring teaching, as relationships could develop and strengthen during playtime. The lack of administrative support and time was discussed as play barriers. Discussion/Conclusion: Perceptions of and desires to provide play conflict with the current educational models. An issue impacting the provision of effective, caring education has been identified. Studies on factors influencing teacher play practices are needed.

Purpose : This qualitative case study examined students’ interpretations of their physical activity (PA) experiences within in-person and online physical education and how that influenced their PA self-efficacy. Method : The study participants were 40 (24 females) current high school students from three different schools who participated in focus group semistructured interviews. Results : Two themes were developed during analysis of the coded data: (a) online participation in PA within physical education was awkward and (b) students had a variety of observational preferences based on perceived and actual similarities/differences between students and their teachers, peers, and people within online videos. Discussion/Conclusion : The design of PA experiences should attempt to support or increase students’ PA self-efficacy by limiting students’ feelings of being uncomfortable or on display, increasing students’ opportunities to learn from each other in comfortable ways, and providing students with detailed demonstrations from teachers and peers with a variety of skill levels.

Response to Intervention (RTI) has become prevalent in education recently, while the time youth spend being physically active has consistently decreased. Given the known physical, mental, and cognitive benefits of regular physical activity and the time youth spend in school, this article explores the use of increased physical education (PE) time as an RTI strategy to enhance students' overall physical activity, academic achievement, behavior, and cognitive skills. Two intervention groups received PE RTI, while the control group received normal classroom instruction. Several variables showed positive associations, indicating that a before-school PE RTI can be an effective way to enhance students' physical activity and academics. The article also shares sample activities used during the RTI along with implications for PE teachers to incorporate a similar RTI in their own school.

BACKGROUND:Schools play a vital role in student health, and a collaborative approach may affect health factors such as physical activity (PA) and nutrition. There is a lack of recent literature synthesizing collaborative approaches in K-12 settings. We present updated evidence about interventions that used a coordinated school health approach to support K-12 student PA and nutrition in the United States. METHODS:A 2-phase literature review search included a search of systematic reviews for individual qualifying studies (2010-2018), followed by a search for individual articles (2010-2020) that evaluated a coordinated approach or use of school wellness councils, committees, or teams to address PA and/or nutrition. RESULTS:We identified 35 articles describing 30 studies and grouped them by intervention type. Interventions demonstrated promising findings for environmental changes and student dietary and PA behaviors. IMPLICATIONS:Coordinated and multicomponent interventions demonstrated significant improvements or null results, indicating that implementation of programs and/or policies to promote healthier eating and PA practices may support and do not appear to hinder environmental or behavioral outcomes. CONCLUSIONS:Schools can use a coordinated approach to implement opportunities for PA and nutrition; this may influence students' PA and dietary behaviors.

Youth are inactive in today’s world. Integrating autonomy, competence, and relatedness into Physical Education objectives to provide optimally challenging tasks for students may be an effective approach to making them love physical activity. Optimal challenge, or the challenge level of the task matches the student’s competence, can provide them with the greatest sense of competence, satisfaction, and/or pleasure. It presents one adaptive intrinsic goal of motivation in Self-Determination Theory. Participation in optimally challenging situations can give students a sense of mastery, enhance their conceptions of competence, and lead to enjoyment, thus, increasing intrinsic motivation. The purpose of this article is to encourage physical educators to introduce opportunities for students to experience optimal challenges and, thereby, offer students the chance to feel the rewards of being self-regulated and intrinsically motivated. This article shares one tool, miMove, that many teachers have used successfully throughout virtual teaching to engage students in more physical activity. Physical educators could use this mobile APP to better understand how students perceive their own learning and integrate student choice and learner-centered pedagogical strategies. Consequently, it offers students opportunities to explore their own understanding of content, introduces autonomy, and stimulates students’ ability to connect to content authentically.

While physical education class is intended to be fun, getting students to motivate themselves to participate in activities is challenging. This study aims to provide meaningful strategies to promote physical activity in the classroom while meeting all students' needs. The target population is middle physical education teachers. The following components will be discussed: autonomy, competence, and relatedness. The strategies we offer will supply teachers with various methods to keep students, engaged, motivated, and responsible for their own learning. The result of these strategies will increase creativity, boost and maintain healthy habits and help students find content meaningful and appealing which should retain their involvement in the physical education classroom. This teaching tip is important because it presents new and experienced secondary teachers with information on different ways to implement activities in. After reading this article, teachers should be able to understand that all their students learn differently and at different times/levels. With the appropriate procedures and approaches, students will strive to succeed in the physical education classroom.