The dimensions of teachers' burnout might play different roles in the transmission from teachers to students. Teachers' status of burnout is an important environmental factor associated with students' quality of motivation.

Drawing on feminist, poststructural, and critical theories, the purpose of this research was to understand 5th-grade girls’ self-identified barriers to physical activity and work with them to find ways of negotiating those barriers in order to increase their physical activity opportunities. We worked with 11 girls in two elementary schools in southwestern United States. Data were collected over the 2005–2006 school year. Data sources included (a) 23 transcribed audio recordings, (b) field notes, (c) planning notes, (d) task sheets, (e) artifacts created by the girls and the principal investigator, and (f) photos the girls took. Our interpretations are presented in two sections. First, the girls explained that being a “girly girl” hindered their activity participation because a “girly girl” does not want to “sweat,” “mess up her hair and nails,” “mess up her nice clothes,” and sometimes wears “flip-flops.” Second, we discuss how we and the girls created a curriculum of possibilities that culminated in developing a book of physical activities that girly girls would enjoy.

This study used cognitive developmental theory to analyze how teachers learn to teach sport education. Two groups of undergraduate pre-service teachers were studied, one group during their secondary methods and corresponding field-teaching courses, the other during an independent teaching course. Data were collected through ethnographic observations and interviews, and analyzed using constant comparison. Findings revealed that the teachers encountered three pitfalls in learning to teach sport education. First, group one teachers struggled with the tactical instruction in sport education and, in response, retreated to the safety of decontextualized skill drills or non-instructional games. Second, group one teachers, in their descriptions of future pedagogical intentions, expressed resistance, for a number of reasons, to incorporating most of the unique characteristics of sport education into their future secondary classrooms. Third, group two teachers misunderstood the role of skill development in sport education. The discussion centers on mechanisms of knowledge acquisition related to learning sport education, and recommendations for teacher educators and future research.

The results of this pilot study suggest that the MM Nutrition Curriculum delivered by trained professionals resulted in significant positive changes in both nutrition knowledge and behaviors in middle school children. Further research needs to be conducted to determine the long-term impact.

Theoretically grounded research on the determinants of Mexican American children’s physical activity and related psychosocial variables is scarce. Thus, the purpose of our investigation was to evaluate the ability of the theory of planned behavior (TPB) to predict Mexican American children’s self-reported moderate-to-vigorous physical activity (MVPA). Children (N = 475, ages 9-12) completed questionnaires assessing the TPB constructs and MVPA. Multiple regression analyses provided moderate support for the ability of the TPB variables to predict MVPA as we accounted for between 8-9% of the variance in MVPA. Attitude, subjective norm, and perceived behavioral control accounted for 45% of the variance in intention. Descriptive results were encouraging because mean values indicated that most children had positive attitudes, moderately strong intentions, felt in control, and perceived support from significant others (i.e., physical education teachers) for their physical activity engagement.