This paper builds on previous reviews of physical education/sport pedagogy research over time in the areas of teaching, teacher education, and curriculum. Ideas are shared about the evolution of terminology, specializations, research, methodology, theoretical frameworks, journals and publishing outlets, parent disciplines, and where programs sit in universities. This paper also highlights contributions of the 52 National Academy of Kinesiology fellows in the area of physical education/sport pedagogy. These fellows have been productive with high H -indexes and citation numbers, suggesting high scholarly productivity, as well as impactful work. There have been recent closures of physical education/sport pedagogy doctoral programs, some of which have been offset by new and reemerging programs. Doctoral programs are critical to the future of research in physical education so that the current success can continue.

The attitudes physical education students have about the subject influences their level of engagement in and out of class as well as their overall physical activity, which impacts their health and well-being. This study examined the attitudes of Latino high school students toward physical education, specifically to understand how their attitudes were associated with their English comprehension, gender, age, ethnic heritage, and place of birth. The Student Attitude toward Physical Education instrument was administered to participants to measure their attitudes. Data were analyzed using multivariate analysis of variance (MANOVA), stepwise discriminant function analysis (DFA), and analysis of variance (ANOVA). Latino high school students (n = 1003) from public schools in a large city participated. Enjoyment curriculum and total enjoyment were the main predictors of attitude, and they varied significantly by ESL class enrollment, place of birth, and primary home language. The results indicate that these variables may interact with attitude.

ABSTRACT Purpose The purpose of this manuscript is to provide a summary of Measurement in Physical Education and Exercise Science (MPEES)-related activities in 2021. Manuscripts submitted In 2021 original submissions (i.e., not counting revised manuscripts) increased by ~20% as compared to 2020. Fifty-eight countries were represented across the 464 original manuscripts submitted to MPEES in 2021. MPEES continues to welcome high-quality submissions from around the world in 2022. Manuscripts submitted by section The seven sections of MPEES are: (1) exercise science, (2) physical activity, (3) physical education pedagogy, (4) psychology, (5) research methodology and statistics, (6) sport management and administration, and (7) tutorial and teacher’s toolbox. More than three-fourths of the manuscripts submitted to MPEES in 2021 were submitted to one of three sections: exercise science or physical activity or research methodology and statistics. MPEES continues to welcome high-quality submissions within each of the seven sections that comprise the journal in 2022. Review process: Each of the original manuscripts submitted to MPEES in 2021 had received an initial decision by April 4, 2022 (i.e., 464 of the 464 manuscripts received). When an immediate decision (e.g., desk-rejection) was rendered by the editor-in-chief it always (i.e., for 369 of 369 manuscripts) occurred within 10 days of receiving the manuscript. When a manuscript was assigned to a section editor by the editor-in-chief it typically (i.e., for 91 of 95 manuscripts) received an initial decision within 90 days of receiving the manuscript. Twenty-four countries were represented across reviewers for the original manuscripts sent out for external review by MPEES in 2021. We gratefully acknowledge, and list in the Appendix, the many scholars (N = 151) from around the world who served as a reviewer for MPEES in 2021. Manuscripts published Volume 25 (i.e., the volume published in 2021) of MPEES published a total of 37 manuscripts. More than two-thirds of the published manuscripts were submitted to one of two sections: exercise science or research methodology and statistics. MPEES continues to strive for publishing high-quality manuscripts within each of the seven sections that comprise the journal in 2022. Fourteen countries were represented across the manuscripts published in Volume 25 of MPEES. MPEES continues to strive for publishing high-quality manuscripts written by one or more authors from around the world in 2022. Impact factor The 2020 impact factor for MPEES was 2.30 representing an increase of ~31% compared to 2019 when the journal’s impact factor was 1.75. The value of the 2020 impact factor placed MPEES in the second quartile (i.e., ranked #131 out of 265 journals) within the Education & Educational Research category of Clarivate Analytics. The 2021 impact factor for MPEES is expected to be released in ~June 2022.

ABSTRACT The purpose of this manuscript is to provide a summary of Measurement in Physical Education and Exercise Science (MPEES)-related activities in 2020. In 2020 original submissions (i.e., not counting revised manuscripts) increased by ~84% as compared to 2019. Fifty-three countries were represented across the 386 original manuscripts submitted to MPEES in 2020. MPEES continues to welcome high-quality submissions from around the world in 2021. The seven sections of MPEES are as follows: (a) exercise science, (b) physical activity, (c) physical education pedagogy, (d) psychology, (e) research methodology and statistics, (f) sport management and administration, and (g) tutorial and teacher’s toolbox. More than three-fourths of the manuscripts that were submitted to MPEES in 2020 were submitted to one of the three sections: exercise science or physical activity or research methodology and statistics. MPEES continues to welcome high-quality submissions within each of the seven sections that comprise the journal in 2021. All of the original manuscripts that were submitted to MPEES in 2020 had received an initial decision by May 3, 2021 (i.e., 386 of the 386 manuscripts received). When an immediate decision (e.g., desk-rejection) was rendered by the editor-in-chief it always (i.e., for 288 of 288 manuscripts) occurred within 10 days of receiving the manuscript. When a manuscript was assigned to a section editor by the editor-in-chief it typically (i.e., for 90 of 98 manuscripts) received an initial decision within 90 days of receiving the manuscript. Twenty-three countries were represented across reviewers for the original manuscripts that were sent out for external review by MPEES in 2020. We gratefully acknowledge, and list in the Appendix, the many scholars (N = 176) from around the world who served as a reviewer for MPEES in 2020. Volume 24 (i.e., the volume published in 2020) of MPEES published a total of 32 manuscripts. More than three-fourths of the published manuscripts were submitted to one of the three sections: exercise science or physical activity or research methodology and statistics. MPEES continues to strive for publishing high-quality manuscripts within each of the seven sections that comprise the journal in 2021. Eleven countries were represented across the manuscripts published in Volume 24 of MPEES. MPEES continues to strive for publishing high-quality manuscripts written by one or more authors from around the world in 2021. The 2019 impact factor for MPEES (released in ~June 2020) was 1.75. The value of this impact factor placed MPEES in the second quartile (i.e., ranked #115 out of 263 journals) within the Education & Educational Research category of Clarivate Analytics.

Purpose: The purpose of this manuscript is to provide a summary of Measurement in Physical Education and Exercise Science (MPEES)-related activities in 2019. Manuscripts submitted: In 2019 original submissions (i.e., not counting revised manuscripts) increased by 52% as compared to 2018. Thirty nine countries were represented across the 210 original manuscripts submitted to MPEES in 2019. MPEES continues to welcome high-quality submissions from around the world in 2020. Manuscripts submitted by section: The seven sections of MPEES are: (1) exercise science, (2) physical activity, (3) physical education pedagogy, (4) psychology, (5) research methodology and statistics, (6) sport management and administration, and (7) tutorial and teacher's toolbox. Approximately two-thirds of the manuscripts that were submitted to MPEES in 2019 were submitted to either the exercise science section or the physical activity section. MPEES continues to welcome high-quality submissions within each of the seven sections that comprise the journal in 2020. Review process: Most of the original manuscripts that were submitted to MPEES in 2019 had received an initial decision by February 14, 2020 (i.e., 209 of the 210 manuscripts received). When an immediate decision was rendered by the editor-in-chief it always (i.e., for 129 of 129 manuscripts) occurred within 10 days of receiving the manuscript. When a manuscript was assigned to a section editor by the editor-in-chief it typically (i.e., for 71 of 80 manuscripts) received an initial decision within 90 days of receiving the manuscript. Fourteen countries were represented across reviewers for the original manuscripts that were sent out for external review by MPEES in 2019. We gratefully acknowledge, and list in the Appendix, the many scholars(N = 151) from around the world who served as a reviewer for MPEES in 2019. Manuscripts published: Volume 23 (i.e., the volume published in 2019) of MPEES published a total of 34 manuscripts. More than three-fourths of the published manuscripts were submitted to the physical activity section, the exercise science section, the research methodology and statistics section, or the sport management and administration section. MPEES continues to strive for publishing high-quality manuscripts within each of the seven sections that comprise the journal in 2020. Thirteen countries were represented across the manuscripts published in Volume 23 of MPEES. MPEES continues to strive for publishing high-quality manuscripts written by one or more authors from around the world in 2020. Impact factor: On January 6th 2020 Clarivate Analytics notified the Taylor & Francis Group that MPEES (beginning with Volume 21(1) 2017) has been selected coverage in: Science Citation Index Expanded (also known as SciSearch), Journal Citation Reports/Science Edition, Social Sciences Citation Index (R), Journal Citation Reports/Social Sciences Edition, Current Contents (R)/Social and Behavioral Sciences, and Current Contents (R)/Clinical Medicine. MPEES should receive its first impact factor in the 2019 impact factor release in June 2020!

A good fitness testing program can promote physical activity and fitness. There is no published research, however, that has examined the relationships between teachers’ attitudes and students’ performance on fitness tests. This study investigated the attitudes of urban middle school physical education teachers (N = 74) toward physical fitness tests and their relationship with student performance on fitness tests. Teachers completed the Physical Education Teacher Attitudes toward Fitness Tests instrument. Student FITNESSGRAM scores were obtained for each teacher. Teachers’ overall attitudes toward fitness testing were positive, suggesting that teachers enjoy implementing fitness tests and using fitness tests results. The affective subdomain of teachers’ attitude on the enjoyment of using fitness tests results was found to have a positive relationship with the percentage of students in the HFZ for the push-up test. Additional positive relationships between teachers’ attitudes and student performance were also found for girls, but not for boys. The findings suggest that teachers’ affective attitude may have a relationship with students’ performance on fitness tests.

Purpose: To explore teachers' perceptions of incorporating digital technologies in physical education (PE) and how they influenced pedagogical practices. Method: Data were collected using qualitative methods (interviews, observations, and artifacts) and were analyzed using a grounded theory approach. Results: Teachers integrated wearable digital technologies in ways they thought would augment their PE programs, not replace them. It also was found that teachers' ideologies of PE shaped the way they implemented wearable digital technologies. Finally, the material circumstances of schools affected the ways in which wearable digital technologies could be implemented in PE. Conclusion: Teachers were willing to integrate wearable digital technologies if they augmented (and did not replace) their preferred purpose of PE. Given this, ideologies of teachers influenced the role that technologies played in teaching and learning in PE.

Purpose: We aimed to identify, categorize, and analyze published peer-reviewed research on teaching in physical education between July 1994 and December 2015. Methods: An exhaustive search was conducted on three databases (Education Resources Information Center, PE Index, and Web of Science), which produced 18,966 abstracts that were reduced to 1,023 articles that met the inclusion criteria through a review of abstracts and titles, and the second review of full papers. Articles were coded independently for numerous aspects of the research method by three coders, with multiple checks for interobserver agreement, all of which were above .85 interobserver agreement. Results: There was a great increase in the number of articles, methodological diversity, and research focus compared with a previous analysis. Research was published in 183 journals and by researchers in 45 different countries. Challenges in maintaining quality over quantity and the growth of the field are discussed. Conclusion: Research on teaching in physical education has grown greatly, and the field has matured.

Purpose: This study sought to explore students' experiences of the Fitness Integrated with Technology (F.I.T.) unit and of their perceptions of using technology in physical education. Method: This manuscript is part of a larger mixed-methods study that measured student attitude and physical activity (PA) levels of 221 students in sixth, seventh, and eighth grades. Selected students (N = 13; seven girls) were observed and then interviewed after the unit through semistructured interviews. Students were identified based on their PA levels and attitude scores from a baseline measurement. The unit was designed to deliver fitness-based knowledge and used accelerometers as a tool to measure and teach students about PA. Results: Three themes emerged from the data analysis: (a) technology and problems implementing it, (b) homework in PE, and (c) potential motivational effects of technology. The lack of access to technology at home and the design and utility of the accelerometers were perceived barriers. Additionally, homework was not well received. The accelerometer seemed to have a motivational effect on increasing students' PA levels but wore off during the unit. Conclusions: Results demonstrate that the use of technology for some students was a motivating factor to increase PA, and the use of accelerometers was a welcomed addition for students. Some students, however, raised concerns with the integration of technology such as the bulkiness of the accelerometer, not being able to wear it at sporting events, a novelty effect, and lack of access to technology at home that limited their interaction with their accelerometer data.

The purpose of this study was to investigate the influence of the physical education curricular approach used in teaching upper elementary school students on students' attitude toward physical education. An Approach Guide was developed to assist in categorizing school approaches as skill-themes (ST) or multiactivity (MA). Twenty schools meeting designated participation criteria were selected. An attitude instrument (Phillips & Silverman, 2012) was administered to fourth- or fifth-grade students (N = 313) in physical education classes in schools, 10 schools in each approach category. Multivariate analyses of variance were performed with the class as the unit of analysis for attitude sub factor variables and attitude main factors, each using approach as the independent variable. A t-test was completed for overall attitude between the two approaches. Means and standard deviations were calculated for the sub-factors, main factors, and total attitude by curriculum, school, grade, gender, and approach. Analyses suggest that fourth- and fifth-grade students enjoy physical education and think it is important. No significant differences were found between grades, genders, or approaches. The range of attitude scores within the schools was wider in the MA approach than in the ST approach and may be a result of teacher influence. Larger standard deviations within schools using the MA approach may also indicate more varied attitudes toward physical education than in schools using the ST approach.

This study described the strategies used by expert teachers to instruct low motor skill students in physical education classes. The method was extensively pilot tested. Eleven physical education teachers took part in the study. Data were collected via observations, field notes, interviews, and nonstructured informal interviews. Two major themes emerged during the data analysis. First, specific teaching skills are important to facilitate low-skilled students' success, with subthemes of (a) teachers paying attention to low-skilled students' motor skill deficiencies and (b) teachers creating an accepting environment for low-skilled students. Second, teachers structure authentic performances in which low-skilled students can successfully participate, with subthemes of (a) teachers continually modifying game play with no scores, no winners, and everyone working together and (b) teachers recognizing decisions about equipment selection and usage for low-skilled students. The results can inform how teachers develop lessons for low-skilled students.

The authors of this report currently serve in the following roles for MPEES: editor-in-chief (Nicholas Myers), assistant to the editor-in-chief (Seungmin Lee), and chair of the editorial board (Stephen Silverman). The official sponsor of MPEES, the Society of Health and Physical Educators – SHAPE America, had an opportunity to review this report (via its Director of Publishing, Thomas Lawson) prior to its publication. The owner and publisher of MPEES, the Taylor & Francis Group, had an opportunity to review this report (via its Managing Editor for MPEES, Anthony Dimitry) prior to its publication. The purpose of this annual report is to build upon previous annual reports published over the last few years. The annual review provided in 2015 summarized MPEES-related activities in 2015 and put forth a call for manuscripts (Myers, Matthews, & Park, 2016). The annual report provided in 2016 summarized MPEESrelated activities in 2016 and provided a reflection on 20 years of publications in MPEES (Matthews, Myers, & Lee, 2017). The scope of the annual report in 2017 was narrower than in 2015 and 2016 and focused on only summarizing MPEES-related activities in 2017 due to some indications that MPEES was firmly situated on a steady growth trajectory (Myers, Lee, & Kostelis, 2018). The purpose of the current annual report is to provide a summary of MPEES-related activities in 2018. The scope of the annual report in 2018 is consistent with the scope of the 2017 annual report and this is again due to some indications that MPEES is firmly situated on a steady growth trajectory (see the MPEESRelated Activities in 2018 section). Before proceeding directly toward the purpose of this annual report, however, a summary of the mission, scope, and aim of MPEES is provided. The mission of MPEES is to increase both the quality and the amount of measurement research being conducted in physical education and exercise science. The scope of MPEES covers original measurement research, special issues, and tutorials within six substantive disciplines of physical education and exercise science. Six of the seven sections ofMPEESdefine the substantive disciplines in which original research is published in the journal: exercise science, physical activity, physical education pedagogy, psychology, research methodology and statistics, and sport management and administration. The seventh section of MPEES, tutorial and teacher’s toolbox, serves to provide an outlet for review and/or didactic manuscripts to be published in the journal. Special issues provide an avenue for a coherent set of manuscripts (e.g., six to eight) to collectively focus in-depth on an important and timely measurement-related issue within the scope of MPEES. The primary aim of MPEES is to publish highimpact manuscripts, most of which will focus on original research, that fit within the scope of the journal. Full information on all operating guidelines for MPEES (e.g., mission, scope and aims) is available by request to Thomas Lawson (TLawson@shapeamerica.org).

This study examined the perceptions of upper elementary school students toward physical education (PE). High and moderate/low attitude students (N = 16) participated. Two themes emerged: (a) it is important to have fun in PE (students are excited to go to PE, PE is their favorite class, the teacher influences perceptions of fun) and (b) class activities are important (moderate/low students enjoyed team problem solving fitness activities were controversial). The results suggest that class organization and content influence perceptions.

This study measured students' free-living Physical Activity (PA) in order to examine activity patterns of youth. Students (N=221) in 12-classes wore accelerometers to measure their PA over six weeks in and out-of-school while participating in a fitness unit. PA was significantly higher during Non-PE-Days and PE-Days than on Sundays. PA was significantly higher during baseline than weeks five and six. There were no significant differences between boys and girls in the number steps taken. Eighth-grade students had the lowest PA levels. On average, the students were attaining 60 minutes of MVPA. Students, however, did not often reach national recommendations. Girls reached their national recommendations five out of six weeks on days that they participated in PE. The results suggest that specific subgroups, such as adolescent girls, are getting the recommended PA but only when the PA is structured. A spike in PA during the first week suggested a possible motivational effect of the accelerometer.

Purpose: The purpose of this study was to examine changes in school-based physical education (PE) attendance over time among nationally representative samples of U.S. high school students and how changes in PE attendance have varied across demographic subgroups. Method: Student demographic information and PE attendance data were obtained from 13 biennial cycles (1991-2015) of the national Youth Risk Behavior Survey (YRBS). Physical education variables derived from YRBS data included PE attendance, daily PE, average PE days/week, and PE frequency. Logistic regression models examined trends in PE attendance, daily PE, and PE frequency for the overall sample and demographic subgroups. Linear regression models examined trends in average PE days/week in the overall sample only. Results: Overall, there was no significant change in the percentage of students reporting PE attendance during 1991 to 2015. However, daily PE and average PE days/week declined significantly from 1991 to 1995 (41.6% to 25.4% and 4.64 days to 3.64days, respectively) and then remained stable through 2015 (29.8% and 4.11days, respectively). The percentage of students reporting a PE frequency of 3days per week increased significantly from 1991 to 1995 (1.5% to 19.0%) before stabilizing through 2015 (9.1%). Trends across demographic subgroups revealed notable differences in PE attendance. Conclusions: Study findings showed that U.S. schools have not substantially reduced PE amounts in recent years. Still, the prevalence of PE attendance among U.S. high school students is well below recommendations. For PE to contribute to increased adolescent compliance with national physical activity guidelines, significant policy actions are needed to improve PE access for all students.