Dr. Christopher K Wirth

Lifelong movement and physical activity (PA) patterns develop during early childhood. Therefore, educators (teachers and practitioners) in early childhood education and care (ECEC) should provide opportunities to support children’s play, PA, and movement development. The World Health Organization (2019) offers new recommendations for PA, for children under five years. The guidelines do not specify the ways ECEC staff can support PA through play. Therefore, this paper investigates, how physical play (PP) is enacted globally. An international policy and practice analysis of twelve countries, (Australia [Victoria], Belgium [Flanders], Canada [Alberta], China, Finland, Ireland, Italy, Portugal, Spain, Sweden, UK [England] and USA) was completed by analyzing the ECEC curricula and their implementation in different cultural contexts. A content analysis was undertaken by AIESEP Early Years SIG experts revealing that PP was not clearly defined. When defined, it was described as PA, and important for children’s holistic development. The majority of curricula did not state the length/time for PP. Three main strategies for implementing PP were found: a) pedagogical framework; b) active learning methods; and c) motor development. This international analysis highlights the global need for better ECEC staff support in acknowledging and implementing PP to aid children’s overall development, PA and wellbeing.

This conceptual paper describes the efforts to address curriculum deficits related to the preparation of graduates across multiple service fields for their work in high-poverty communities. Faculty members from various programs jointly facilitated a high-impact simulation designed to ascertain its impact on students' perceptions and personal biases toward disadvantaged community members. This mixed methods study used Yun and Weaver's (2010) Short Form of the Attitude Toward Poverty Scale, as well as focus groups. Quantitative data indicated that participants held more positive attitudes towards individuals struggling with poverty after completing the simulation. The overarching themes concerning college students' attitudes about poverty indicated paradigm shifts in their personal thinking and professional behavior in the workforce, as well as empathy regarding the cycle of poverty and the extremely hard decisions that are necessary when experiencing poverty. These findings are important for facilitating learning about the social injustices that can ensue from poverty. The study comes at a time of a pandemic when online learning is at its height and poverty is intensifying.

Parents play a pivotal role in increasing children's physical activity levels and reducing time spent in sedentary activities. Positive role modeling of physical activity behaviors influences the amount of screen time use and engagement in at-home physical activity. This study aimed to determine the effectiveness and perceived usability of a physical activity app designed for children aged 3 to 5. Parents/guardians of preschool-age children were interviewed on the desired content of a physical activity app targeted at children. Following a review of the free physical activity app, participants were asked questions about the content, imagery, resources, and overall user friendliness. Parents suggested that the app be frequently updated with new videos and that more colorful icons that better represent the physical activity videos be added. In addition, they desired access to printable resources such as curriculum cards and coloring pages. Participants identified that the app was easy to follow and they would recommend the app to a friend. The majority of recommendations included improving the presentation of the app so that it looks more appealing and needing the app to be more preschool-age friendly. For the app to remain a resource for physical activity and not a source for sedentary activity, recommendations for more interactive games on the app were not included in the final version.

The purpose of this study was to investigate the effects of TARGET- and feedback-manipulated climates in a short unit of study of a familiar task. Participants were fourth- and fifthgrade students (n = 170) from intact classes in two southeast United States elementary schools. Classes were assigned to learn a familiar skill during a one week unit in a mastery or performance climate. Climate groups were assigned to receive either positive and general or informational feedback. The data collected on the participants included pre- and post-task skill and motivational measures. While climate and positive feedback had no effect on competence or skill change, informational feedback resulted in a decreased perceived competence and improved skill performance. At the conclusion of the intervention, participants in a mastery climate with positive feedback were significantly more motivated than those in a performance climate with informational feedback. When determining the appropriate climate and feedback for students, physical education teachers must consider whether lesson and unit objectives are to focus on motivation or skill performance. Information has the potential to positively affect actual measured competence while at the same time negatively affect perceptions of competence.

Successful campus-community partnerships provide universities enhanced visibility in the community, and offer university students opportunities to engage in real-world educational experiences through service learning and internships. In addition, the participating community agency/program benefits from an infusion of ambitious students that can help the agency/program further its mission, and increase its visibility and reach. Within the areas of health promotion and wellness, campus-community partnerships have become an essential component in the delivery of prevention services and the development of public health infrastructure. The purpose of this paper is to share the experiences of two universities in their development of campus-community partnerships in the areas of health and wellness.

Background
Baby Boomer men (those born in 1946-1964) are becoming obese at an earlier age compared to previous generations. The present study aimed to identify weight-loss strategies used by Baby Boomer men, to determine whether those strategies varied by weight status and to explore their dieting experiences.

Methods
The study used a cross-sectional survey of 211 men and 20 in-depth interviews.

Results
Men had a mean (SD) body mass index (BMI) of 29.35 (5.07) kg m super(-2), with 82% being overweight or obese. Fifty-six percent were currently trying to lose weight. Healthy weight-loss strategies included reducing portions, increasing physical activity, cutting back on fried foods, cutting back on sweets, cutting back on alcohol, using meal replacement drinks/bars and joining a weight-loss programme. Unhealthy strategies included skipping meals and using over-the-counter 'diet pills'. Men who reduced portions, skipped meals, cut back on sweets, joined a weight-loss programme and used diet pills had significantly higher BMIs than men who said they did not (P < 0.05 for all). Interviews revealed that older men struggle to lose weight, 'I've been struggling for the last 2-3 years'. 'The last time I really tried to lose weight I stayed on the diet for just a day or two'. Wives were considered essential to their weight management success.

Conclusions
Men used a do-it-yourself weight-loss approach using both healthy and unhealthy strategies. Obese men were more likely to use unhealthy practices than overweight men.

Overweight and obesity are increasing in preschool children in the US. Policy, systems, and environmental change interventions in childcare settings can improve obesity-related behaviors. The aim of this study was to develop and pilot an intervention to train childcare providers to promote physical activity (PA) in childcare classrooms. An evidence scan, key informant (n = 34) and focus group (n = 20) interviews with childcare directors and staff, and environmental self-assessment of childcare facilities (n = 22) informed the design of the training curriculum. Feedback from the interviews indicated that childcare providers believed in the importance of teaching children about PA and were supportive of training teachers to incorporate PA into classroom settings. The Promoting Physical Activity in Childcare Setting Curriculum was developed and training was implemented with 16 teachers. Participants reported a positive experience with the hands-on training and reported acquiring new knowledge that they intended to implement in their childcare settings. Our findings highlight the feasibility of working with childcare staff to develop PA training and curriculum. Next steps include evaluating the curriculum in additional childcare settings and childcare staff implementation of the curriculum to understand the effectiveness of the training on PA levels of children.

Disciplinary isolation has facilitated health education, public health, and physical education professionals to sometimes pursue common goals without the benefit of interdisciplinary collaboration and perspectives. Recognizing the potential benefits of interdisciplinary collaboration efforts to solve complex problems, faculty members at the University of West Florida developed an innovative doctoral program combining the disciplines of physical education, health education, and health promotion. Beginning with the salient common ground of issues related to engagement in physical activity, the program is designed to explore, compare, and contrast best practices in research and practice from each discipline. Benefits include synergistic solutions to common problems, graduates who transcend traditional professional silos to be more impactful, and the creation of innovative research endeavors. Graduates also find that they meet contemporary workforce needs outside of academia and are more marketable as faculty in kinesiology and health-related departments because of their rich, multidisciplinary knowledge base. Challenges to program implementation include prior student socialization from traditional studies in their disciplines and faculty working to move beyond their professional comfort zones to collaboratively mentor students in the program.

Participating in general physical activity during childhood may not be the strongest predictor of lifetime physical activity. Children must develop motivation to participate in physically active endeavors and become excited about being active. These feelings toward physical activity may be best obtained by teaching with a more deliberate emphasis on the developmental stages of skill acquisition. This article describes a method for teaching catching skills that is grounded in the cognition and motor-development tenets of refinement and proximodistal development. The preparatory body movement skills - the focus stage - should be a primary objective for physical education teachers and their early elementary-age students during catching instruction. The focus stage includes information gathering, foot movements, body adjustment, and arm motions. Focusing on the actual catch - the control stage - skips vital aspects of a mature catching skill that likely would lead to greater understanding and skill in the future. The control stage involves grasping an object using the hands and fingers. This article describes specific planning characteristics, teaching behaviors, and catching lesson content physical educators can use to revolutionize their elementary physical education programs.

The goal of this study was to explore the weight management experiences of Baby Boomer men (born between 1946 and 1964) and to use the information to develop targeted messages and interventions. Twenty men were interviewed. The Health Belief Model was used as the study's theoretical framework. Men correctly identified health risks of being obese. However, most believed that body mass index and weight charts were unrealistic, and a few felt that they would be too skinny at the recommended weight. Wives were sources of nutrition information and social support. Perceived benefits of losing weight included reduced risk for health problems and looking good. Perceived barriers included apathy and weight loss programs being too feminine. Motivators for losing weight included being diagnosed with a health problem, health requirements for work, and financial incentives. The data themes suggest ways to develop male-specific messages and interventions that consider the aging body.