Educação física escolar e o celular: mover o corpo todo ou somente mexer os dedos? / School physical education and cell phone: moving the entire body or only the fingers?

Este estudo tem como finalidade uma discussão acerca das implicações para a Educação Física (EF) escolar do uso exagerado do aparelho celular na contemporaneidade. O aparelho celular tornou-se uma ferramenta "quase" indispensável na vida das pessoas. Essa dependência do aparelho modifica modos de convivência das pessoas de todas as idades. Como procedimento metodológico desenvolvemos uma pesquisa bibliográfica eminentemente qualitativa tecendo um diálogo com as observações empíricas. Consideramos que o celular se manifesta como algo que pode tencionar com as aulas de EF, que se propõem a valorização à um estilo de vida saudável. Esse tema trata-se de um problema recente para a Educação e para a EF, sendo necessário um enfrentamento de comportamentos relacionados com a vida moderna que atrapalham o ambiente escolar.

This work aims to propose reflections on the implications of habits related to technology, especially the use of cell phones, in Physical Education (PE) classes. The cell phone has become an "almost" indispensable tool in our lives. Depending on the device, it has modified the coexistence and interactions of people of all ages. As our methodological procedure, we developed a mainly qualitative bibliographic research, aiming at a discussion with empirical observations. We considered that the cell phone is an obstacle for PE classes, which are aimed at promoting a healthy lifestyle. This topic is a recent issue for Education and PE, and it is necessary to address behaviors related to the modern life that hinder the school environment.

Exploring Predictors of Moral Disengagement in Collegiate Athletic Trainers.

CONTEXT: Considering recent high-profile reports of malpractice and negligence by National Collegiate Athletic Association (NCAA) athletic trainers (ATs), it is prudent to investigate the psychological mechanisms that may influence ATs' ability to justify unethical behaviors. When treating injured student-athletes, ATs may undergo a cognitive process known as moral disengagement, which involves convincing oneself that ethical standards do not apply in a particular context. OBJECTIVE: To explore the psychological factors and traits among ATs that may predict moral disengagement pertaining to allowing athletes to play through injuries. DESIGN: Cross-sectional study. SETTING: Online survey. PATIENTS OR OTHER PARTICIPANTS: A total of 187 Division I, II, and III ATs from 100 NCAA universities. MAIN OUTCOME MEASURE(S): In addition to the primary outcome variable of moral disengagement, the survey captured the AT's demographic background, sport and athletic training histories, and measures of sport ethic, contesting orientations, commitment, and social identity. RESULTS: Cluster analysis was used to identify homogeneous subgroups of participants based on these variables. A 2-cluster solution emerged, with cluster 1 (n = 94) scoring higher in the sport-ethic and sport-contesting orientations but lower in commitment and social identity compared with cluster 2 (n = 93). An independent-samples t test revealed that moral disengagement was highest (t185 = 19.59, P < .001, d = 0.69) among ATs in cluster 1. CONCLUSIONS: These findings advance our understanding of the psychological processes that may predict moral disengagement of ATs in allowing student-athletes to play through injury. Although additional research is needed to test whether moral disengagement influences return-to-play decisions, we provide initial evidence that ATs who conform to sport norms (eg, "no pain, no gain") and who tend to view sport competition with a "war-like" orientation are more likely to morally disengage.

O desenvolvimento moral na Educação Física: um estudo de revisão / Moral development in the Physical Education classes: a review study / El desarrollo moral en la Educación Física: un estudio de revisión

Este artigo apresenta um levantamento das pesquisas publicadas em cinco periódicos da área de educação física, entre 2009 e 2013, referentes às concepções pedagógicas, formação de professores e prática docente para situar o desenvolvimento da moralidade na perspectiva desta disciplina. Evidencia-se que entre as possibilidades articuladas em diferentes discursos está o "como" e o "porquê"- utilizados como sinônimo de estabelecer objetivos e aprofundar as razões - tão importantes quanto o "saber fazer" que estão diretamente vinculados a formação moral.

This article presents a survey of research published in five journals in the field of physical education between 2009 and 2013, relating to pedagogical conceptions, teacher training and teaching practice to situate the development of morality from the perspective of this discipline. It is evident that between the possibilities articulated in different speeches is the "how" and "why" - used as a synonym for set objectives and deepen the reasons - as important as "know-how" that are directly linked to moral education.

En este artículo se presenta un estudio de investigación publicado en cinco revistas de área de educación física entre 2009 y 2013, en referencia a los conceptos pedagógicos, formación de profesores y la enseñanza práctica de situar el desarrollo de la moral en el contexto de esta disciplina. Es evidente que entre las posibilidades articulados en diferentes discursos es el "cómo" y "por qué" - usa como sinónimo de los objetivos fijados y profundizar las razones - tan importante como el "saber hacer" que están directamente relacionados con la educación moral.

Caleidoscópio: o olhar dos professores de Educação Física da rede municipal de ensino de Porto Alegre para as questões étnico-raciais / Kaleidoscope: the look of Physical Education teachers of Porto Alegre's education network for ethnic racial issues / Caleidoscopio: la mirada de profesores de Educación Física de la red de educación de la ciudad de Porto Alegre para lo tema de las cuestiones étnicas racial

O artigo apresenta a análise das respostas dos professores de educação física da rede municipal de Porto Alegre à um questionário sobre as questões étnico-raciais. Através de análises quantitativas e qualitativas, traça um perfil do que pensam os professores da rede sobre esse assunto.

This article presents the analysis of the responses of Porto Alegre's municipal physical education teachers to a questionnaire about racial ethnic issues. Through quantitative and qualitative analysis it presents a profile of what teachers think about this subject.

El artículo presenta el análisis de las respuestas de los profesores de educación física en el Municipal de Porto Alegre a un cuestionario sobre cuestiones étnicas raciales. A través de análisis cuantitativo y cualitativo presenta un perfil de lo que los profesores piensan sobre ese tema.

Identidade de gênero e suas implicações sobre a sexualidade na perspectiva de professores de Educação Física / Education and School Physical Homosexuality: a dialogue on the methodological tract / La Educación Física en la Escuela y la homosexualidad: un diálogo sobre el tracto metodológico

O presente estudo objetiva estabelecer reflexões acerca da presença de homossexuais nas aulas de educação física de ensino médio, tentando perceber como os professores de educação física desenvolvem suas ações pedagógicas para lidar com a diversidade sexual, realidade cada vez mais aparente no ambiente escolar. Trata-se de uma pesquisa de caráter exploratório com abordagem qualitativa, onde utilizamos o questionário semi-estruturado como procedimento de coleta de dados. Os resultados apontam para um silenciamento, uma negação dos estudantes homossexuais por parte dos professores da referida disciplina. Como consequência, há uma potencialização da estrutura de poder heteronormativo, contribuindo para a manutenção de valores discriminatórios e preconceituosos, fazendo com que a escola enfraqueça seu poder transformador.

This study has as purpose toestablishreflectionsabout the presence ofhomosexuals inhigh schoolphysical education classes,trying to understand how the physical education teachers develop their pedagogical actions to deal with sexual diversity, realty increasingly seen in the school world. It isan exploratoryresearch with qualitative approach, wherewe used thesemi-structured questionnaire as a data procedure. The results showed a silencing, a denial of homosexuals students by the teachers of that discipline. As an outcome, there is a potentiating of heteronormative power structure, what contributes to the maintenance of discrimination and prejudice values, causing weakness in school`s transforming power.

Este estudio tiene como objetivo establecer las reflexiones sobre la presencia de homosexuales en las clases de educación física de la escuela secundaria, tratando de entender cómo los profesores de educación física desarrollan sus acciones pedagógicas para hacer frente a la diversidad sexual, una realidad cada vez más evidente en el ambiente escolar. Se trata de una investigación de caráter exploratorio con enfoque cualitativo, en donde fue utilizado un cuestionário semi-estructurado como el procedimiento de recogida de datos. Los resultados apuntan a un silenciamiento, una negación de los estudiantes homosexuales por los profesores de esa materia. Como resultado, hay una potenciación de la estructura de poder hetero-normativo, contribuyendo al mantenimiento de los valores discriminatorios y prejuicios, debilitando el poder transformador de la escuela.

"Permission to Speak": A Postcolonial View on Racialized Bodies and PE in the Current Context of Globalization.

The current neoliberal context of schools presents difficult challenges in addressing persistent issues of social inequalities. In this article, first, I argue that because of today's market-driven education, the rise of fitness testing in school physical education (PE) can be seriously detrimental to young people in general and to ethnic-minority young people's embodied identity in particular. Second, I explain how the racialization process circulated by the body-at-risk discourse, sustained by the media, and reproduced by high-stakes testing in PE forces ethnic-minority young people to construct their identities through White eyes, which alienates them from a consciousness of their own identity. Third, I explore the possible uses and pitfalls of Spivak's theoretical notion of "strategic essentialism" to put forward strategies to build a positive image of the "other" while attempting to avoid the erasure of difference. Fourth, I conclude the article by suggesting how Spivak's notion of strategic essentialism can be useful in rethinking current PE fitness practices.

Fotografia na era digital: produção, protagonismo e performance ­ problemas para a Educação Física/Ciências do Esporte / Photography in the digital era: production, protagonism and performance - problems to Physical Education/Science of Sports / Fotografía en la era digital: producción, protagonismo e performance ­ problemas para la Educación Física/Ciencias del Deporte

Este texto, fruto das observações oriundas de "micro" etnografias realizadas durante estágio de doutorado em Madri, reflete sobre a fotografia, tomada por agentes sociais distintos, de desportistas e espaços desportivos na era digital. Considerando a profusão de imagens e a facilidade de difusão via internet, questiona implicações ético-morais da captura destas e os sentidos da produção, protagonismo e performances. Sugiro haver 'gosto de class' e 'habitus' a orientar estas práticas. A apropriação da imagem alheia (de ídolos e anônimos) e a exacerbação do individualismo caracterizam este 'ethos', cujo perigo reside no uso privado e na publicização inconsequente da vida alheia.

This text, the result of observations arising from "micro-ethnographies" performed during a Doctorate's training in Madrid , reflects about photography, taken by different social agents, of athletes and sportive areas in the digital era. Considering the wealth of images and easiness of dissemination through Internet, it questions the moral-ethical implications of taking these images and the meanings of production, protagonism and performance. I suggest there is 'class taste' and 'habitus' guiding these practices. The ownership of someone else's imagine (of idols and anonymous) and the exacerbation of individualism characterize this' ethos', which danger lies in the private use and in the inconsequential advertising of other people's lives.

Este texto, es resultado de las observaciones oriundas de las "micro" etnografías realizadas durante las prácticas del doctorado en Madrid, refleja sobre la fotografía, tomada por los diferentes agentes sociales, desde los deportistas y espacios deportivos en la era digital. Teniendo en cuenta la profusión de las imágenes y la facilidad de la difusión a través del internet, puso en duda implicaciones ético-morales de la captura de estas y los sentidos de la producción, protagonismo y rendimiento. Yo sugiro haber 'gusto por la clase' y 'habitus' para orientar a estas prácticas. La apropiación de la imagen ajena (de los ídolos y anónimos), y la exacerbación del individualismo caracterizan este 'ethos', cuyo peligro reside en el uso privado y en la publicización inconsecuente de la vida ajena.

Evaluating the Wellness School Assessment Tool for use in public health practice to improve school nutrition and physical education policies in New York.

BACKGROUND: Addressing the limitations of existing Local Wellness Policies (LWPs) and promoting their implementation remain priorities for health and education agencies. One gap has been the absence of a standard assessment to support LWP revision. During planning for an initiative to improve school nutrition and physical education policy, the Wellness School Assessment Tool (WellSAT) was evaluated. METHODS: Five public health practitioners used WellSAT to assess 50 LWPs. A randomized, counterbalanced design ensured each LWP was coded twice by separate raters. Models evaluated the extent to which WellSAT ratings reflected differences in the LWPs and order, familiarity and rater effects. During field testing, 18 public health practitioners used WellSAT as part of a statewide public health initiative. RESULTS: In pilot testing the majority of the variability in WellSAT scores (median = 88%; range = 76% to 100%) was attributable to differences between policies. Correlations between independent raters' strength and comprehensiveness scores were strong, r = .88 and r = .77, respectively. During field testing, WellSAT was well accepted by public health practitioners and members of the school community. CONCLUSIONS: WellSAT represents a reliable and feasible tool for health and education agencies to use in improving LWPs and aligning them with recognized standards.

Meeting needs of Muslim girls in school sport: case studies exploring cultural and religious diversity.

This paper contains a sociocultural analysis of school sport experiences of Muslim girls in two countries with different gender policies in physical education (PE) classes: England and Denmark. In Denmark, PE lessons take place in co-educative classes, in England schools are more diverse, with predominantly co-educational but also single-sex and faith schools offering different learning contexts. Two case studies from Denmark and England are used to explore the experiences of migrant Muslim girls in these different settings. A social constructionist approach to gender underpins the interpretation of stakeholders' voices on the inclusion of Muslim girls and the analysis of PE discourses in these countries. Findings illustrate similarities and differences at the interface of cultural diversity, political rhetoric of inclusion and realities of sport experiences for Muslim girls in both countries. Complex influences on PE experiences include gender stereotypes, cultural and religious orientations and practices, as well as actions and expectations of parents, communities and coaches/teachers. The studies provide insights into the ways participants managed their identities as Muslim girls in different sport environments to enable participation and retention of their cultural identities. Highlighted throughout the paper are the ways in which school sport policy and practice, providers and gatekeepers, can include or exclude groups, in this case Muslim girls. Too often coaches and teachers are unaware of crucial facts about their learners, not only in terms of their physical development and capabilities but also in terms of their cultural needs. Mistakes in creating conducive learning environments leave young people to negotiate a way to participate or refrain from participation.

A exclusão nas aulas de Educação Física: fatores associados com participação de alunos com deficiência / Exclusion in Physical Education classes: factors associated with participation of students with disabilities

O estudo tem como objetivo analisar os fatores relacionados com a exclusão do aluno com deficiência nas aulas de educação física. O estudo contou com a participação de três estudantes (entre 12 e 21 anos) com deficiência visual ou física. Foram utilizados a entrevista semi-estruturada e anotações de campo como instrumentos de medida. As entrevistas seguiram roteiro pré-estruturado com questões relativas à percepção subjetiva de exclusão para o aluno com deficiência. Para estes, a exclusão está associada com a falta de adaptação nas aulas, isolamento social e sentimento de inferioridade. Estes três fatores se apresentam de forma associada e conjunta.

The study aims to analyze the factors related to the exclusion of disabled students in physical education classes. The study involved the participation of three students (between 12 and 21 years) with visual or physical disabilities. We used a semistructured interview and field records as measuring instruments. The interviews followed a structured schedule with issues related to the subjective perception of exclusion for students with disabilities. For these, the exclusion is associated with a lack of adaptation classes, social isolation and feelings of inferiority. These three factors are presented in association and joint.

l estudio tiene como objetivo analizar lós factores relacionados con la exclusión de Estudiantes con discapacidad en las clases de educación física. El estudio contó con la participación de tres Estudiantes (entre 12 y 21 años) con discapacidades visuales o físicas. Se utilizó una entrevista semi-estructurada y registros de campo como instrumentos de medida. Las entrevistas siguieron un programa estructurado de cuestiones relacionadas con la percepción subjetiva de la exclusión de los estudiantes con discapacidades. Para éstos, la exclusión se asocia con la falta de clases de adaptación, el aislamiento social y sentimientos de inferioridad. Estos tres factores se presentan en la asociación y articulación.

[Review of genetic research and testing in sport]. / A sportgenetikai kutatási eredmények áttekintése és gyakorlati alkalmazásuk lehetoségei.

There is compelling evidence for a genetic contribution to physical performance. In addition, there is an advanced scientific knowledge on the predisposition to sports-related diseases and injuries. Genetic testing of performance related polymorphisms can serve as a new opportunity for developing the process of talent selection. Sport-related genetic information may also allow for individualization of the training and improve performance. Genetic testing may also play an important role in the pre-participation screening for injuries and disease risks.

Striving to be in the profession and of It: the African American experience in physical education and kinesiology.

This study analyzes the experiences of African Americans in the physical education and kinesiology profession since the late 1850s. Using a variety of primary and secondary source material, we place special emphasis on the experiences of African American physical educators in higher education and in the American Alliance for Health, Physical Education, Recreation and Dance and its southern, regional, and state chapters. Apparent from this examination is that African Americans have experienced various forms of racially discriminatory practices in physical education and kinesiology and have found it extraordinarily difficult to assume leader ship positions in the profession and be acknowledged for their scholarly and academic accomplishments.

Cuerpo y educación en la cultura Wayúu / Body and education in the Wayúu culture

El presente artículo surge de un proceso de investigación planteado desde un enfoque etnográfico, cualitativo. Vincula los relatos Wayúu sobre cuerpo, cultura y educación con el propósito de caracterizar la forma indígena de estructuración de la corporeidad y su realidad, y hace evidente la necesidad de un diálogo entre saberes occidentales y no occidentales, desde la perspectiva de la interculturalidad y el reconocimiento del otro, dado que en sus procesos de estructuración la corporeidad configura e interpreta el mundo que habita y el mundo que comparte.

The present investigation is outlined from a focus ethnographic and qualitative; it links the wayúu stories about body, culture and education intending to characterize the indigenous way of structuring the corporeity and their reality; making evident the necessity of a dialogue among western and not western knowledge, from the intercultural perspectives and the recognition of the others, since the corporeity and its structuring processes configure and interpret the sharedand inhabited world.

Educação Física escolar: a ação pedagógica e sua legitimação enquanto prática social na Escola Itinerante do MST / Educación Física escolar: la acción pedagógica y su legitimidad como práctica social en la Escuela Itinerante de MST / Physical Education at school: the pedagogic action and its legitimacy as a social practice in the Itinerant School of MST

Este artigo apresenta a pesquisa que investigou a ação pedagógica nas aulas de Educação Física e sua legitimação enquanto prática social na Escola Itinerante Filhos de Deus, do Acampamento 8 de Março, no município de Tupanciretã, Rio Grande do Sul (RS). Trata-se de uma pesquisa qualitativa, desenvolvida por meio de entrevistas e observações. Os resultados da pesquisa revelam que os conteúdos desenvolvidos em Educação Física nessa escola vem atribuindo um viés de criticidade ao serem problematizados pelos educadores. Todavia, estando a escola inserida em um sistema que escraviza, exclui e expropria, ela vivencia constantes conflitos com a construção desses horizontes.

This article presents a research that investigated the pedagogical action in the Physical Education classes and its legitimization as a social practice in the Itinerant School Filhos de Deus, in the camp 8 de Março, located in Tupanciretã city, Rio Grande do Sul (RS). This is a qualitative research, developed through interviews and observations. The results of the research reveal that the contents developed during the Physical Education classes in the Itinerant School are attaching a critical bias because these contents are being problematized by educators, however the school is part of a system that enslaves, excludes and expropriates, it is in constant conflict with the construction of these horizons.

Este artículo presenta un estudio que investigó la acción en el aula de enseñanza de la Educación Física y su legitimación como una práctica social en la Escuela Itinerante Filhos de Deus, del campamento 8 de marzo, en el municipio de Tupanciretã, Rio Grande do Sul (RS). Este es un estudio cualitativo, realizado através de entrevistas y observaciones. Los resultados de la encuesta revelan que el contenido desarrollado en la Educación Física en la Escuela Itinerante tiene un sesgo en la asignación de la criticidad que se problematised por los educadores, sin embargo, que se inserta en el sistema escolar que escraviza, borra y expropria, experimentado constante conflicto con la construcción de estos horizonte.

Las revistas españolas de ciencias del deporte incluidas en el Catálogo Latindex / As revistas espanholas em Ciências do esporte incluidas no Catálogo Latindex / Spanish journals in sport sciences indexed in Latindex Catalogue

Este artículo analiza las revistas españolas de Ciencias del Deporte que recoge el Catálogo Latindex. Se examinan las principales características editoriales de dichas publicaciones, el contenido que ofrecen en Internet y la evolución de la presencia de las revistas españolas en el Catálogo desde 2004. También se analiza el cumplimiento de siete indicadores básicos para valorar la calidad editorial de las publicaciones, seleccionados de entre los criterios del Sistema Latindex. Los datos obtenidos permiten trazar un panorama de la situación de estas revistas en España, destacando la mejora producida durante los últimos años en su normalización, indización en bases de datos y adaptación a la edición electrónica.

This article analyses Spanish journals in sport sciences included in Latindex Catalogue. Specifically, editorial features of these publications, on-line content and evolution of Spanish journals since 2004 are examined. In order to asses the editorial quality of those journals, it is also considered the fulfilment of seven basic indicators within the criteria provided by Latindex. Data provide a scenario of Spanish journals, emphasizing an improvement in their normalization, indexation and adaptability to electronic edition in last years.

Este artigo analisa as revistas espanholas em ciências do esporte incluídas no Catálogo Latindex. Examinam-se as principais características editoriais das publicações, o conteúdo que oferecem na Internet e a evolução da presença das revistas espanholas no Catálogo desde 2004. Também são analisados sete indicadores básicos para avaliar a qualidade editorial das publicações, selecionados dentre os Critérios Latindex. Os dados obtidos permitem traçar um panorama da situação destas revistas na Espanha, destacando a melhora produzida durante os últimos anos em sua normalização, indexação em bases de dados e adaptação à editoração eletrônica.

Vida de professores de Educação Física: o pessoal e o profissional no exercício da docência / Vida de professores de Educación Física: el personal y el profesional en el ejercício de la docência / The life of Physical Education teachers: personal and professional teaching experience

Este artigo trata do ciclo de vida de três professores de educação física no contexto escolar, numa análise que combina elementos biográficos com aqueles relacionados à carreira profissional. Investiga questões referentes à formação dos professores, desde suas experiências escolares na infância e adolescência até o posterior itinerário profissional em educação física. Finaliza apontando algumas consequências para a formação docente.

This article deals with the life cycle of three Physical Education teachers in school context, using an analysis which combines biographical elements with professional career. It examines issues related to teachers training from their own school experiences in their childhood and adolescence to their late professional path in Physical Education. At last it indicates some consideration for teacher training.

El artículo trata del ciclo de vida de tres profesoras de educación física en la escuela, combinando elementos biográficos y profesionales. Son investigadas cuestiones que se refieren a la formación de profesores, desde sus experiencias profesionales en al infância e juventud hasta la posterior trayectoria profesional en educación física. El trabajo se finaliza apuntando consecuencias para la formación docente.

A teoria da ação comunicativa como paradigma para a formação ética dos profissionais da Educação Física / The Theory of Communicative Action as Paradigm for the Training of Professional Ethics of Fitness

O presente texto discute a importância de um novo paradigma para a formação ética dos profissionais da Educação Física. Os desafios éticos das sociedades contemporâneas demandam a formação de educadores da Educação Física, como líderes intelectuais e elos de ligação com as sociedades, com sólidas reflexões éticas e capacidades argumentativas para participarem do debate dos grandes temas que desafiam as sociedades atuais. Entende-se que a Teoria da Ação Comunicativa e a Ética do Discurso se constituem em importante instrumento para a formação da ética dos profissionais da Educação Física

The present text argues the importance of a new paradigm for the ethical formation of the professionals of the Physical Education. The ethical challenges of the societies contemporaries demand the formation of educators of the Physical Education, as leader intellectuals and connector links with the societies, with solid ethical reflections and argument capacities to participate of the debate of the great subjects that defy the current societies. One understands that the Theory of the Comunicative Action and the Ethics of the Speech if constitute in important instrument for the formation of the ethics of the professionals of the Physical Education

El actual texto discute la importancia de un nuevo paradigma para la formación ética de los profesionales de la educación física. Los desafíos éticos de la contemporaneidad de las sociedades exigen la formación de educadores de la educación física, como intelectuales, líderes y acoplamientos del conectador con las sociedades, con reflexiones y capacidades éticas sólidas de la discusión de participar del discusión de los grandes temas que desafían a sociedades actuales. Si entiende que la teoría de la Acción de Comunicativea y la Ética del Discurso si constitue en el instrumento importante para la formación del ética de los profesionales de la educación física

Fitness instructors' recognition of eating disorders and attendant ethical/liability issues.

Individuals with eating disorders may pursue overexercising in fitness facilities and exercise classes. The primary aim of this study was to assess registered fitness instructors' capability to recognize an individual with anorexia nervosa and determine what they would do professionally in that situation. A secondary objective was to assess fitness instructors' understanding of potential professional, ethical and legal issues inherent in this situation. Fitness instructors and pediatricians were administered a survey consisting of a descriptive case scenario of an individual with probable anorexia nervosa. Fitness instructors were also surveyed on various related issues. Thirty-two percent of fitness instructors indicated the case scenario subject presented with anorexia nervosa compared with 88% of pediatricians, a statistically significant difference. Sixty percent of fitness instructors recognized that there were some ethical and liability issues inherent in the scenario, and 37% identified these as serious. All fitness instructors suggested guidelines in this area would be helpful. Implications for training and continued education opportunities for both fitness instructors and pediatricians are discussed.