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…

The purpose of this article is to describe the multiple roles of a physical education teachers in a school setting for the promotion of physical activity via the use of the CSPAP framework. The roles are organized and presented using the acronym S.M.A.R.T. (Supervise, Motivate, Advocate, Research, and Teach). Strategies for physical educators to…

Authentic learning in physical education (PE) is one of many tools to promote lifelong movement through meaningful experiences. Self-Determination Theory is tied to authentic learning through student connection in PE and authentic learning. Teachers can become facilitators of authentic learning experiences through embracing a shift in power…

The aim of this article is to provide solutions to the problems experienced by teachers during this period and most importantly, to provide strategies that will be beneficial in shaping the post-COVID-19 education system. Specifically, instruction, curriculum, and technology are addressed. We believe that nothing may be the same, but lessons…

Beni, Fletcher, and Chróinín examined meaningfulness in PE and suggested five common threads: social interaction, fun, challenge, motor competence, and personally relevant information. Similarly, these threads have been described using the acronym P.R.A.I.S.E. PRAISE stands for Perceived competence, Relatedness, Autonomy, Individuality, Social…

Numerous strategies to increase physical activity levels among American youth have been recommended and implemented in schools, and physical education teachers have been identified as the logical personnel in schools to spearhead these attempts. Comprehensive school physical activity programs (CSPAPs) are being promoted, implemented and endorsed…

The barriers that keep individuals from adopting and maintaining active lifestyles are very complex. Strategies for overcoming these barriers and to incentivize and assist inactive individuals to benefit from physical activity are necessary. In addition, it is important to examine the impact of public policy on active living. As youth physical…

This article discusses a variety of before- and after-school programs (BASPs) that can be implemented from preschool through 12th grade. These programs offer physical activity opportunities before and after school for youths of various ages, skill levels, and socioeconomic levels. In addition, strategies for the director of physical activity to…

Schools are expected to lead in physical activity promotion for youths. Specifically, physical educators are being asked to take on the role of the school physical activity director (PAD) and implement a comprehensive school physical activity program (CSPAP). Quality physical education, classroom-based physical activity, recess and other activity…

Nearly half of youths between the ages of 12 and 21 are not vigorously active on a regular basis. In order to meet national health objectives for youths, schools need to promote opportunities for physical activity. Physical educators are qualified to develop a comprehensive physical activity program that engages both students and staff and that…

Increasing motivation towards physical activity through quality physical education has recently gained considerable attention. Several investigators have outlined specific models or theories to illustrate how motivation can be enhanced in physical education. Enhancing a youngster's perceived physical competence, promoting intrinsic motivation…