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Background Structured physical activity courses can effectively enhance preschool children’s motor skill development, and the type of activity may influence intervention outcomes. However, few studies have compared different courses, leaving educators without clear guidance for selecting effective interventions. This study examined the effects of three 12-week structured physical activity courses on the gross motor development of children aged 3–6, providing empirical evidence for intervention strategies. Methods A three-group quasi-experimental pretest–posttest design was adopted. Forty-five children aged 3–6 were recruited and assigned to one of three groups according to the course type: roller skating (RS), basketball (BT), and physical training (PT), with 15 children in each group. All participants received a 12-week intervention consisting of the assigned structured physical activity course, delivered twice weekly. Gross motor development was assessed before and after the intervention using the Test of Gross Motor Development-3 (TGMD-3). A 2 (time: pre vs. post intervention) × 3 (group: RS, BT, PT) repeated-measures ANOVA was used to examine within-group and between-group differences in TGMD-3 scores. Results After 12 weeks, the total gross motor score showed a significant time × group interaction. All three groups improved significantly ( p  < 0.01), and post-intervention scores in the BT and PT groups were higher than in the RS group ( p  < 0.01). The total locomotor score showed a significant main effect of time ( p  < 0.01), with improvements observed across all groups. Significant improvements were observed across locomotor skills, although gallop and skip improved only in the BT and PT groups. The total object control score also showed a significant time × group interaction, with improvements in all groups ( p  < 0.01) and higher post-intervention scores in the BT and PT groups compared with the RS group ( p  < 0.01). Among individual object control skills, two-hand strike of a stationary ball, two hand catch, and underhand throw showed significant interactions, with BT and PT outperforming RS after the intervention ( p  < 0.05). For the remaining skills, significant time main effects were detected across groups ( p  < 0.01). All groups improved in one hand stationary dribble, forehand strike of a self-bounced ball, and kicking a stationary ball ( p  < 0.01), while only the BT and PT groups improved in overhand throw ( p  < 0.01). A group main effect was also observed for the one-hand stationary dribble test ( p  < 0.01). Conclusions A 12-week engagement in roller skating, basketball, or physical training courses was associated with enhancements in locomotor skills, object control skills, and overall gross motor skill levels among 3–6-year-old children. Further comparison indicated that, although no significant group differences were observed in the overall gain in total locomotor scores, the basketball and physical training groups exhibited positive changes across all individual locomotor tasks. In contrast, while the roller skating group was associated with positive changes in most locomotor skills, less pronounced gains were observed in gallop and skip. Regarding object control skills, children in the basketball and physical training groups showed greater gains than those in the roller skating group in both overall object control performance and specific tasks such as two-hand strike of a stationary ball, two-hand catch, and underhand throw.

Objective: We investigated grandparents' motivations and challenges for grandparent-grandchild outdoor play with their 3- to 5-year-old grandchildren. Background: Outdoor play benefits children's and older persons' mental and physical health. Thus, intergenerational outdoor play could benefit both grandparents and their younger grandchildren. Method: Semistructured interviews were conducted with 14 grandparents (seven grandmothers and seven grandfathers) from British Columbia, Canada, who lived in the same province as their grandchildren and who were fluent in English. Grandparents were recruited using a convenience, purposive sampling method with social media advertisements, posters in community centers, and word of mouth. Results: Using a thematic analysis, we identified six themes: (a) improving grandparents' and grandchildren's health, (b) supporting children's needs, (c) feeling positive emotions, (d) supporting family closeness, (e) aspiring to go outdoors together, and, (f) maintaining the relationship despite the COVID-19 pandemic. Conclusion: Our study emphasizes the importance of outdoor play for grandparents, especially as they develop their relationship with their young grandchildren. Outdoor play provides a unique opportunity for a health-boosting activity that also strengthens the relationship and family bonds, and supports grandchildren's developmental needs. Implications: Our research can contribute to promoting outdoor play across the life span, and more specifically the benefits of outdoor play during early childhood and older adulthood.

Online learning has given access to education for diverse populations including students with disabilities. In our university, the ratio of students with disabilities is substantially higher in the online programmes than face-to-face. Online learning provides high accessibility though it can result in a lonely experience. Accordingly, this study aimed to appraise the first-hand experience and understanding of loneliness in online students with disabilities (OSWD), and to discuss possible solutions. Thematic analysis on semi-structured interviews attended by nine OSWD identified: ‘Self-paced study can reduce stigma but cause loneliness (Theme 1)’, ‘Loneliness and social difficulties relate to misunderstanding of disability (Theme 2)’, and ‘Activities, events and staff for informal socialisation are needed (Theme 3)’. As the demand for online learning is further expanded due to the current global pandemic, our findings will be helpful for online learning institutions worldwide to establish effective strategies to reduce loneliness in OSWD.

People with disabilities have more health complications and higher healthcare utilization related to tobacco use than people without disabilities. Yet, they are less likely to use tobacco cessation resources. Important to meaningful and lasting health behavior change are relationships developed in the home, workplace, and community. Some people with disabilities rely on paid and unpaid caregivers. Just like people with disabilities, paid caregivers are more likely to use tobacco, creating a unique opportunity to target smoking cessation to people with disabilities and their caregivers. Living Independent From Tobacco (LIFT), an evidence-based tobacco cessation intervention, was implemented with dyads of people with disabilities (n = 5) and their caregivers (n = 7). Qualitative analyses revealed that participants valued the dyadic approach and the opportunity to learn coping skills to help with smoking cessation. Lessons for offering inclusive health promotion interventions to people with disabilities and their caregivers are discussed.

The purpose of this study was to explore factors that influenced girls' continued participation in community-based competitive dance during adolescence. Phenomenology was the methodology used and data collection involved two semi-structured interviews with 17 adolescent female competitive dancers and 21 hours of observation at a weekend dance competition in which the participants were competing. Findings indicated the opportunity for flexible participation, enjoyment of the dance experience, and the supportive environment found within their studio were the reasons girls continued in dance. Enjoyment resulted from required time in competition being limited, the variety of genres and routines, opportunities to compete regardless of ability, opportunities for creative expression, and friendship.

The purpose of this study was to examine preservice elementary classroom teachers' (PCTs) beliefs about physical education and their willingness to incorporate physical activity as they progressed through an undergraduate physical education methods course. This course focused on quality physical education as well as the classroom teacher's role in school-wide physical activity and required participation in one of three laboratory experiences. Participants (33) completed either focus-group or individual interviews at the beginning and end of the course. Results indicated that PCTs' beliefs about physical education positively evolved through the course and PCTs gained an appreciation for the subject. Despite this, PCTs strongly indicated that they are not willing to teach physical education lessons as future teachers. They are very willing, however, to incorporate physical activity into their classrooms.

The specific focus of this study is to explore Queensland (Australia) state school generalist teachers' perceptions regarding the barriers and enablers associated with the implementation of the Smart Moves (compulsory physical activity) policy in the primary classroom setting. This study sought to primarily add to the literature on, and understanding about, implementing compulsory physical activity policy by generalist primary teachers. More generally, this study also aimed to explore generalist primary teachers' attitudes towards daily compulsory physical activity policy within the context of Smart Moves. Such a research undertaking was positioned within the interpretivist paradigm and a basic interpretive study methodology was employed. The research project involved semi-structured interviews with six generalist teachers from six Gold Coast State primary schools. Results of this study identify a cross section of both major thematic institutional and teacher-related barriers and enablers affecting the implementation of the Smart Moves policy. The sub-themes being: (1) crowded curriculum, (2) lack of priority, (3) ensured that children are physically active, (4) the importance of teacher confidence and (5) inadequate access to facilities and equipment. These factors are clearly affecting the implementation of Smart Moves sessions and need to be addressed to ensure teacher compliance for the benefit of students. This paper concludes by offering potential recommendations for the future adoption and implementation of compulsory physical activity programmes within a primary school setting.

The purpose of this study was to describe and explain undergraduate students’ positions of teaching and assisting students with disabilities during adapted aquatics practicum experiences. The participants were eight kinesiology students who enrolled in an introductory adapted physical education (APE) course at a public university in the Midwest region of the United States. This study used a descriptive qualitative research method and exploratory case study design ( ). This case study was situated in the positioning theory. The term means to analyze interpersonal encounters from a discursive viewpoint ( ). This framework allows researchers to explore the capacity of students to position themselves and, in this case, to describe how undergraduate students negotiate and implement aquatics lessons with students with disabilities. The data sources were face-to-face interviews, self-reflective journaling entries, and follow–up e-mail messages. Data were analyzed using constant comparative analysis and we uncovered the following themes: (a) , (b) , and (c) . This study’s results indicate that all the undergraduate students were becoming, albeit novice, reflective practitioners and ascribed their own reflective positions to their sense of advocacy. They were concerned that they had managerial challenges that exacerbated the difficulties in adjusting to the disability, medical, family and gendered backgrounds of students with disabilities. To improve preparation of undergraduate students, APE course instructors are required to use an appropriate adapted aquatic curriculum model such as the curriculum and assessment model. Using the logic of the positioning theory, researchers should study undergraduate students’ self and interactive positioning about assisting and teaching students with various levels of disabilities in adapted aquatic settings.

Increasingly, graduate teaching assistants (GTAs) are not assisting faculty instructors, but finding themselves in the role of lead instructor, particularly in physical activity courses. Despite this responsibility, GTAs receive little or no pedagogical training and often feel unprepared to teach. Conversely, college and university physical education teacher education (PETE) programs grounded in constructivist principles provide a strong nurturing environment for teacher growth and are increasingly commonplace. Constructivist methods foster learners’ active involvement by utilizing real-life learning situations that they perceive as relevant to their own lives – situations that are contextual and holistic. While constructivist PETE programs have been studied, constructivist kinesiology GTA training has not. Alignment (curricular elements reinforce each other and fit together logically) and sequencing (information is presented in a logical progression) are two goals of constructivist teaching. A pilot study revealed that three key curricular elements - student learning objectives, learning cues, and teacher-provided feedback - were often absent or poorly articulated in GTA lessons. The purpose of this study was to implement and evaluate a constructivist-oriented program to train university GTAs to align student learning objectives (SLOs), learning cues, and teacher-provided feedback in their planning and teaching in physical activity courses. Specifically, the research questions were: (a) To what extent did GTAs implement an aligned and sequenced curriculum when teaching university physical activity courses?; (b) In what ways did a constructivist-oriented training session and semester-long mentoring intervention enhance GTAs’ ability to align SLOs, learning cues, and teacher-provided feedback?; (c) In what ways did a constructivist-oriented training session and semester-long mentoring intervention impact GTAs’ perceptions of their initial university teaching experience?; and (d) To what extent did the implementation of an aligned and sequenced curriculum impact undergraduate students’ experiences in physical activity courses? This study utilized a qualitative research design, focusing on process, understanding, and meaning, rather than product. The sample was purposeful and non-probabilistic. The primary participants were 11 GTAs new to the physical activity instruction program at a small public university in the United States. I led a three-hour constructivist-oriented training session with this group in the week preceding the fall semester, and observed each GTA teach on three occasions, offering feedback, mentoring, and support. I conducted one-on-one semi-structured interviews with each GTA, two undergraduate students taught by each GTA, and the director of physical activity instruction. I analyzed the data (observation field notes, interview transcriptions, orientation/training documents, lesson plans, syllabi) using constant comparison, comparing units of data to each other as they were gathered to reveal similarities, differences, patterns, and relationships. Categories were utilized to describe and then interpret the data, as I drew inferences and generated theories in response to research questions. This study complements the current literature by applying constructivist principles to training for kinesiology GTAs.