Fishing Downstream: Does CSPAP Promotion During PETE Transfer to Teaching Practice by K-12 Physical Educators?

Physical Education Teacher Education (PETE) training has the potential to influence graduates' decisions as physical educators. Utilizing themes from Rogers' Diffusion of Innovations and Lawson's Occupational Socialization theories, we focused on graduates from a single PETE program which, beginning in 2007, began integrating content, expectations, and experiences relating to an expanded role of the physical educator such as in comprehensive school physical activity programs (CSPAPs). Purpose: The purpose of this study was to examine transfer in terms of university training leading to teaching practices in expanded physical activity programming. Method: An electronic questionnaire was sent to 335 graduates from May 2000 through May 2019. Sixty-seven graduates' questionnaires were investigated looking at perceptions of CSPAP as an innovation, current expanded physical activity (PA) offerings, and memories of PETE. Additionally, 13 participants participated in a school visit and interview which acted as a fidelity check for self-reported levels of expanded PA programming reported in the questionnaire. Results: All 67 graduates included some amount of expanded PA programming. Positive correlations were found with perception of CSPAP as an innovation, for both year of graduation and memory of PETE programming, thus students exposed to CSPAP programming during PETE were implementing components at their schools at higher levels. Conclusion: There is positive potential for professional socialization to influence graduates' practices. Perceptions of CSPAP as an innovation were positive and support the promotion of triability and starting small when PETE programs encourage expanded PA programming.

Perspectives on Deterrents from Students Who Have Discontinued Prescription Stimulant Misuse and Diversion Behaviors.

Although a growing number of studies have sought to understand what motivates the initiation of prescription stimulant misuse and diversion among college students, there has been a lack of studies focused on what motivates behavior cessation. We aimed to explore what motivates prescription stimulant misuse and diversion cessation, from the perspective of college students with a history of having initiated and then discontinued these behaviors. We conducted face-to-face interviews with students who had a history of misuse, diversion, or both, and who had intentionally, either for the short-term or long-term, ceased these behaviors. We audio-recorded, transcribed, and analyzed interviews inductively using a thematic analysis approach. Of the six themes we identified, four applied to both misuse and diversion, while two applied to diversion only. Engaging in related behavior change, seasonality of the behaviors, changes in personal needs, and negative and/or null experiences with the behaviors were themes for both misuse and diversion cessation. Themes that emerged solely for diversion cessation included: moral and legal concerns and not wanting to be perceived as a drug dealer. The information shared by students with first-hand misuse and diversion cessation experience has the potential to guide interventions designed to address prescription stimulant misuse on college campuses.

A Day in the Life: Secondary School Students' Experiences of School-Based Physical Activity in Ireland, Finland, and the United States.

Internationally, there is an effort to have schools adopt a whole-school approach to physical activity promotion. Such a model includes physical activity opportunities throughout the whole school day, including physical education; before, during, and after school physical activity; and staff and community engagement. The purpose of this study was to describe the physical activity experiences of young people attending secondary schools in Finland, Ireland, and the United States where a whole-school approach to physical activity promotion was employed. One school in each country was identified based on its adoption of a national physical activity initiative (i.e., Finland-Finnish Schools on the Move; Ireland-Active School Flag; United States-Let's Move Active Schools). Data were collected through observation with field notes, photos, and interviews with key stakeholders. The results are presented as analytic narrative vignettes that represent a "typical" school day. The results provide a glimpse into available physical activity opportunities for young people at each school and demonstrate an emphasis on active school culture.

Prescription Stimulant Misuse and Diversion Events Among College Students: A Qualitative Study.

Prescription stimulant misuse and diversion are interrelated behaviors: diversion increases the availability of stimulants for misuse, and persons who misuse are also more likely to divert. To date, research has examined these behaviors using a primarily quantitative lens. We led a qualitative investigation to better understand misuse and diversion events. Data are from a diverse southern California campus where we interviewed students who misuse and/or divert prescription stimulants (32 total interviews: 16 interviews with students who had a history of misuse, and 16 different interviews with students who had a history of diversion). We analyzed interview data inductively. We identified the following themes about misuse and diversion events, several of which intersected during interviews: medication surplus, diversion and misuse hubs, ease of behavior performance, academic stress, and other drugs commonly involved. For diversion, altruism and monetary gain were juxtaposed themes. Across themes, friends and family were influential figures. Implications for prevention, intervention, and future research directions are discussed.

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

Introduction: 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. Methods: Previous literature and focus groups informed the development of a survey administered in summer/fall 2020. Survey participants (n = 60) were physical education teachers from 400 randomly selected US preschool-12th grade schools drawing from a national database. Participants rated the significance of four design features in relation to five key attributes of an online supplement to in-person physical education programs. One-way ANOVAs were used to assess differences in teachers' ratings by demographic characteristics. Results: Between-group differences were found in teacher ratings of design features related to the usability, accessibility, equitability, and formal assessment capabilities of an online physical education tool. Differences were based on teacher gender, school level, and geographic location. Conclusions: Future research to promote physical activity equity among preschool-12th grade youth should examine tailored virtual physical education learning tools that address what teachers perceive to be the most significant design features to support equitable physical education among diverse student groups.

Health-Related Fitness Levels among Title I Elementary School Students.

Over the past few decades, studies have emphasized improving children's health by increasing health-related fitness levels. Despite the known benefits of health-related fitness in youth, studies have also highlighted a lack of physical activity opportunities for children living in low-income households. The purpose of this study was to investigate the health-related fitness levels of students attending Title I (low-income) elementary schools. A total of 77 elementary students (50.6% female; Mage = 10.0, SD = 0.827) from two Title I elementary schools in the western United States completed the FitnessGram assessments of aerobic capacity, muscular strength and endurance, and flexibility. Descriptive statistics were used to identify the number of students in the Healthy Fitness Zone (HFZ) based upon the FitnessGram HFZ Performance Standards. Less than 17% of students achieved the HFZ for aerobic capacity and only 31.2% achieved the HFZ for upper body strength and endurance. Students performed better for abdominal strength and endurance and flexibility with 55.8% and 68.8% achieving the HFZ, respectively. The results of this study offer insights into the health-related fitness levels of a unique population, students attending Title I schools. School health professionals, including physical education teachers, need to be aware of existing disparities and make efforts to systematically intervene.

A Systematic Review of Community Engagement Outcomes Research in School-Based Health Interventions.

BACKGROUND: Involving communities in school health has been purported as a practice integral to supporting a Whole School, Whole Community, Whole Child (WSCC) approach. Although community collaboration is often included in school-based health initiatives, there is little research considering methods for increasing community engagement. The purpose of this study was to identify effective school-based health interventions documenting changes in community engagement. METHODS: Academic experts and school stakeholders guided procedures for a systematic review of studies published from 1987-2017 and gray literature (ie, best practice documents; policy documents, etc.) on comprehensive school health interventions including community engagement as a targeted outcome. RESULTS: The search identified 9 studies addressing community as an outcome of school-based health interventions; types of partnership mechanisms and partners' roles were classified. CONCLUSIONS: Although involving communities is a WSCC component and commonly recommended as a strategy fundamental to school health, there is little empirical research examining effective strategies for engaging communities and engagement is often not measured as part of intervention studies. Further measurement and research in engaging communities in school health is warranted.

Effects of Sharing Data With Teachers on Student Physical Activity and Sedentary Behavior in the Classroom.

BACKGROUND: Data-driven decision making is an accepted best practice in education, but teachers seldom reflect on data to drive their physical activity (PA) integration efforts. The purpose of this study was to explore the impact of a data-sharing intervention with classroom teachers on teacher-directed movement integration and students' PA and sedentary behavior. METHODS: Teacher-directed movement behaviors from 8 classroom teachers in 1 primary school were systematically observed during four 1-hour class periods before (pre) and after (post) an intervention in which teachers individually discussed student movement data with a trained interviewer. Teachers' K-2 students (N = 132) wore accelerometers for 10 school days both preintervention and postintervention. RESULTS: Multilevel mixed effects regression indicated a nonsignificant increase in teacher-directed movement from preintervention to postintervention (+7.42%, P = .48). Students' classroom time spent in moderate to vigorous PA increased (males: +2.41 min, P < .001; females: +0.84 min, P = .04) and sedentary time decreased (males: -9.90 min, P < .001; females: -7.98 min, P < .001) postintervention. Interview data inductively analyzed revealed teachers' perspectives, including their surprise at low student PA during the school day. CONCLUSIONS: Findings suggest that sharing data with classroom teachers can improve student PA and decrease sedentary behavior at school.

Supporting Our Lifelong Engagement: Mothers and Teens Exercising (SOLE MATES); a feasibility trial.

This study aimed to examine the feasibility of the Supporting Our Lifelong Engagement; Mothers and Teens Exercising (SOLE MATES) program. SOLE MATES, a single-arm six-week feasibility trial, comprised six face-to-face sessions. Participants were mothers (n = 27) with daughters (n = 31) aged 12-16 years. Data were collected in Ireland between January 2018 and March 2018. Feasibility benchmarks examined recruitment, data collection, acceptability, resources and participant responses. The primary outcome was daughters' step counts, measured via sealed pedometer for seven consecutive days at baseline and six weeks. Secondary outcomes included mothers' step counts, measures of communication, co-participation in activity, health-related quality of life and parenting practices. Feasibility benchmarks were reached or exceeded, except for retention. Eligibility rates were 93.4%, and baseline activity levels were low. Program content, measures and facilitators were acceptable, demonstrated through a mean score of 4.14 (SD 0.3) on a 5-point Likert Scale. Daily steps increased in mothers (2,875 increase, p = .009) and daughters (1,393 increase, p = .007). Positive feasibility metrics demonstrated the program's appeal. Participant responses for outcome measures also indicated program success. However, the relatively homogenous sample and relatively poor initial participation rate were study limitations. The intervention should be evaluated in a randomized controlled trial.

A Mixed-Methods Approach Examining Illicit Prescription Stimulant Use: Findings From a Northern California University.

Preventing the illicit use of prescription stimulants, a particularly high-risk form of substance use, requires approaches that utilize theory-guided research. We examined this behavior within the context of a random sample of 554 undergraduate students attending a university in northern California. Approximately 17% of students self-reported engaging in this behavior during college; frequency of misuse per academic term ranged from less than once to 40 or more times. Although most misusers reported oral ingestion, a small proportion reported snorting and smoking the drug. The majority of misusers reported receiving the drug at no cost, and the primary source of the drug was friends. Misusers were motivated by both academic (e.g., to improve focus) and non-academic (e.g., to experiment) reasons. Our thematic analyses of an open-end question revealed that students abstaining from illicit use of prescription stimulants did so primarily for reasons related to health risks, ethics, and adherence regulations. Results from adjusted logistic regression analyses showed that correlates of the behavior were intrapersonal, interpersonal, and environmental in nature. We conclude that characteristics of misuse are a cause for concern, and correlates of the behavior are multifaceted. These findings, in addition to insights provided by students who choose not to engage in this behavior, suggest that a number of prevention approaches are plausible, such as a social norms campaign that simultaneously corrects exaggerated beliefs about prevalence while also illustrating why abstainers, in their own words, choose to abstain.