3The Tactical Games Model (TGM) prefaces the cognitive components of physical 4 education (PE), which has implications for physical activity (PA) accumulation. PA 5 recommendations suggest students reach 50% moderate-vigorous physical activity 6 (MVPA). However, this criterion does not indicate the contribution from vigorous 7 physical activity (VPA). Consequently, this study investigated: a) the effects of TGM 8 delivery on MVPA/VPA and, b) gender/school level differences. Participants were 78 9 seventh and 96 fourth/fifth grade co-educational PE students from two different schools. 10 Two teachers taught 24 (middle) and 30 (elementary) level one TGM basketball lessons. 11Students wore ActigraphGT3X® triaxial accelerometers. Data were analyzed using four 12

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Players' Responses to and Primary Caregivers' Perceptions of Authoritarian and Authoritative Coaching in the Inner-City Reneé Brown An abundance of research in sport-based positive youth development (PYD) indicates that coaches should be positive, promote autonomy-supportive and authoritative coaching styles, and caution the use of authoritarian leadership, while too often ignoring elements of authoritarian leadership such as discipline and structure. However, most of the studies conducted targeted middle-upper socioeconomic status (SES) suburban, White populations, with little emphasis on the inner-city underserved context. Parenting and teaching literature provides strong support for authoritarian styles in the underserved setting (Hartman & Manfa, 2015; Smetana, 2011). Similarly, the few studies conducted in the underserved sport settings show support of authoritarian styles (Brown et al., in preparation;