Project Activities
Structured Abstract
Setting
Sample
Research design and methods
Control condition
Key measures
Data analytic strategy
Key outcomes
People and institutions involved
IES program contact(s)
Products and publications
Journal article, monograph, or newsletter
Bejarano, C. M., Snow, K., Lane, H., Calvert, H., Hoppe, K., Alfonsin, N., Turner, L. & Carlson, J. A. (2019). Development of a novel tool for assessing coverage of implementation factors in health promotion program resources. Preventive Medicine Reports, 15. https://doi.org/10.1016/j.pmedr.2019.100909
Calvert, H. G., Barcelona, J. M., Melville, D., & Turner, L. (2019). Effects of acute physical activity on NIH toolbox-measured cognitive functions among children in authentic education settings. Mental Health and Physical Activity, 17, 100293. https://doi.org/10.1016/j.mhpa.2019.100293
Calvert, H. G., Lane, H. G., Bejarano, C., Snow, K., Hoppe, K., Alfonsin, N., Turner, L., & Carlson, J (2018). An evaluation of the coverage of theoretically-based implementation factors in disseminated classroom physical activity programs. Translational Behavioral Medicine. https://doi.org/10.1093/tbm/iby134
Calvert, H. G., Mahar, M. T., Flay, B., & Turner, L. (2018). Classroom-based physical activity: minimizing disparities in school-day physical activity among elementary school students. Journal of Physical Activity and Health, 15(3), 161-168. https://doi.org/10.1123/jpah.2017-0323
Calvert, H. G., & Turner, L. (2019). School-day classroom-based physical activity and sedentary behavior. Health Behavior and Policy Review, 6(5), 463-471. https://doi.org/10.14485/HBPR.6.5.5
Calvert, H. G., Wenner, J. A., & Turner, L. (2019). An exploration of supports for increasing classroom physical activity within elementary schools. International Electronic Journal of Elementary Education. https://iejee.com/index.php/IEJEE/article/view/802
Johnson, T. G., Moorcroft, S. M., Tucker, K. M. B., Calvert, H., & Turner, L. (2017). Communities of practice: a potential professional development model for physical activity leadership. Journal of Physical Education, Recreation & Dance, 88, 3-5. https://doi.org/10.1080/07303084.2017.1369297
Johnson, T. J., & Turner, L. (2016). The physical activity movement and the definition of physical education. Journal of Physical Education, Recreation & Dance (JOPERD), 87(4), 8-10. https://doi.org/10.1080/07303084.2016.1142192
Johnson, T. G., Turner, L., & Metzler, M. (2017). Physical activity education: the new name for our field. Journal of Physical Education, Recreation & Dance (JOPERD), 88(1), 5-7. https://doi.org/10.1080/07303084.2016.1249769
Turner, L., Calvert, H. G., & Carlson, J. A. (2019). Supporting Teachers' Implementation of Classroom-Based Physical Activity. Translational Journal of the American College of Sports Medicine, 4(17), 165-172. https://journals.lww.com/acsm-tj/toc/2019/09010
Turner, L., & Chaloupka, F. J. (2017). Reach and implementation of physical activity breaks and active lessons in elementary school classrooms. Health Education & Behavior, 44(3), 370-375. https://doi.org/10.1177%2F1090198116667714
Turner, L., Johnson, T. G., Calvert, H. G., & Chaloupka, F. J. (2017). Stretched too thin? The relationship between insufficient resource allocation and physical education instructional time and assessment practices. Teaching and Teacher Education, 68, 210-219. https://doi.org/10.1016/j.tate.2017.09.007
Wenner, J. A., Tucker, K. M., Calvert, H. G., Johnson, T. G., & Turner, L. (2019). Social capital: a key ingredient in the development of physical activity leadership. Journal of Teaching in Physical Education, 38(3), 241-251. https://journals.humankinetics.com/doi/abs/10.1123/jtpe.2018-0057
Project website:
Supplemental information
Iterative development, feasibility/usability testing
- Classroom teachers reported that implementing CBPA was feasible, and reported that having explicit support from the principal was the most important factor to support their implementation; it was more important than professional learning communities and coaching/support from the physical education teacher.
- Physical education (PE) teachers' perceived role in supporting classroom teachers with CBPA implementation depended on the PE teacher's social capital within the school; if the PE teacher felt undervalued and spread thin in their job duties (many did), they were less likely to want to take on additional roles such as supporting classroom teachers.
Pilot of promise
- Teachers with greater implementation of CBPA had students with higher school day step counts, higher moderate-to-vigorous physical activity levels, and less sedentary time during the school day. Girls and boys were equal in levels of physical activity during CBPA opportunities (whereas there were gender differences in activity levels during PE and recess).
- There were no short-term changes in cognitive flexibility, inhibitory control, processing speed, or episodic memory (as measured by the National Institutes of Health Toolbox Cognition Battery) after students participated in bouts of moderate-to-vigorous intensity CBPA.
Questions about this project?
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