Day camps are a powerful context for youth development. The American Camp Association and Leave No Trace have been integral in supporting youth development by identifying outcomes associated with participation in outdoor recreation. Recreation majors in the programming class used the camp as a service-learning component of the class that offered…

After-school physical activity programs for youth can develop and extend physical and mental skills necessary for health across the life span. With the considerable time and effort required to operate such programs, it is important that youth are achieving tangible goals and benefit from the programs. Unfortunately, many after-school programs lack…

In the United States, less than half of adolescents meet national recommendations for daily physical activity (PA). Schools are an integral intervention point for achievement of national PA youth guidelines. To help schools achieve PA guidelines, multicomponent Comprehensive School Physical Activity Programs (CSPAP) were developed. Each CSPAP…

The emergency action plan (EAP) at physical education and sport venues is a necessity, no matter the level. Although medical emergencies are rare, an EAP helps to ensure a smooth response, necessary for positive outcomes. Many entities should be involved developing the EAP. All personnel who act in an emergency must be trained in first aid and…

The purpose of this study was to examine physical education (PE) preservice teachers' (PSTs) experiences applying the teaching personal and social responsibility model (TPSR) at the elementary level. Fuller's (1969) theory of concern development served as a framework for this study. A purposive sample of nine PSTs (3 females, 6 males), majoring in…

Mentoring is crucial for the development of competent coaches (Jones, Harris, & Miles, 2009), and athletic departments and sport organizations are encouraged to use this process that links an inexperienced coach with a veteran mentor coach (Megginson & Clutterbuck, 1995). Mentored coaches benefit from gaining insight and wisdom into their…

Exergaming technologies have emerged in physical education in recent years as an attempt at revitalizing physical activity levels among youth. Research on the effects of exergaming is increasing; however, there is no research on practicing physical education teachers' implementation in the United States. Studies indicate that physical educators…

This purpose of this study was to investigate the implementation of positive behavior interventions and support (PBIS) in a summer camp. The camp provided physical activity opportunities to underserved children attending a summer program at a local, rural public school. Certified physical education teachers led activity stations. Participants in…

The Soccer Coaching Club program used the Teaching Personal and Social Responsibility (TPSR) model in an after-school soccer program for sixth grade boys between 11 and 12 years old in a local middle school. Soccer, as the featured physical activity, provided the "hook" for regular attendance. Desired outcomes included improved…

The purpose of this study was to determine the perceptions of physical educators regarding their accessibility to educational technology, the availability of technical help, and specific obstacles to incorporating technology in their classrooms. Respondents were 201 adapted and general physical education instructors who taught at middle and high…

Research on how preservice teachers (PTs) learn to employ the teaching games for understanding (TGfU) model is in its infancy. The purpose of this study was to examine the combined effects of a package of university-based methods and the employment of the model during an early field experience (EFE) on PTs' delivery of TGfU during the teaching…

Recent research has provided preliminary insight into the implementation of Comprehensive School Physical Activity Program (CSPAP) components in P-12 schools, but additional empirical support is needed to establish the CSPAP model as a viable conceptual framework. The purpose of this review is to examine the extent to which the CSPAP framework is…

The primary aim of this study was to determine the effects of classroom-based exercise breaks (Energizers; Mahar, Kenny, Shields, Scales, & Collins, 2006) on students' physical activity levels during the school day. A multiple baseline design across first grade (N = 3) and second grade (N = 3) classrooms was used to examine the effects of the…

Recent literature indicates that low percentages of Idaho adolescents report being physically active on a daily basis. Research examines school PA, however, little focuses on Comprehensive School Physical Activity Programs (CSPAPs) from the perspectives of physical educators. This study explored Idaho physical educators' perceptions and…

The purpose of this project was to (a) determine the common characteristics of current comprehensive school physical activity programs (CSPAP) in Louisiana and (b) identify strategies for implementing a CSPAP. Four individuals (i.e., one physical education teacher, one principal, and two classroom teachers) were recruited from three public schools…