Physical activity is a significant factor in enhancing quality of life due to its various physical and mental benefits. According to the World Health Organization (WHO, 2010), the recommended amount of physical activity for adults (>17 years old) is a minimum of 150 minutes of moderate-intensity activity or 75 minutes of vigorous-intensity activity every week, while the recommended amount for children and adolescents (5-17 years old) is at least 60 minutes of moderate-to-vigorous physical activity daily. However, when coronavirus disease 2019 (COVID-19) was declared a pandemic on March 11th, 2020 (WHO, 2020a), people around the world had to adapt to new lifestyles involving shelter-in-place and social distancing orders. This phenomenon has disrupted the ability to reach the recommended amount of physical activity for people of all ages (Carvalho & Gois, 2020). The sedentary behaviors adopted during this unprecedented time could, for many people, give rise to an unhealthy lifestyle, which by extension may lead to an increased risk of coronavirus. The purpose of this paper is to review the issue and discuss ways to participate in health-enhancing physical activity during the COVID-19 pandemic.

No abstract

Introduction Sport education is a curriculum model that helps students to be a competent, literate, and enthusiastic sportsperson (Siedentop et al., 2020). The effectiveness of the model on badminton skill development has been demonstrated by previous literature (Hastie et al., 2011). Along with the skill development, cognitive outcomes (e.g., sport-specific knowledge) are considered to be important parts of one’s performance in sports. Cognition of ‘how to play’ in a sport is associated with improved performances (Thomas & Thomas, 1994). Therefore, teaching sport knowledge is important to enhance the effectiveness of practice and gameplay. Thomas and Thomas (1994) described the three concepts of sport knowledge in performance: (a) declarative (factual information, such as rules), (b) procedural (techniques and tactics), and (c) strategic knowledge (knowing how to learn). Given that the nature of sport knowledge has great potential to be developed for all levels of players (Dexter, 1999), it is important to dive into diverse ways to boost students’ cognitive learning while playing sports in physical education. Using advanced video technology, such as motion analysis mobile applications (Apps) with a feature of live capture for instant feedback, may enhance cognitive learning outcomes in physical education. Video technology has grown rapidly to support learning in physical education over the past decades (Palao et al., 2015; Rikli & Smith, 1980; van Wieringen et al., 1989). However, little is known about the effectiveness of a motion analysis App on students’ sport knowledge enhancement in sport education. Therefore, the App-based feedback was examined to identify its effectiveness on students’ sport knowledge enhancement during sport education badminton season. Introduction Sport education is a curriculum model that helps students to be a competent, literate, and enthusiastic sportsperson (Siedentop et al., 2020). The effectiveness of the model on badminton skill development has been demonstrated by previous literature (Hastie et al., 2011). Along with the skill development, cognitive outcomes (e.g., sport-specific knowledge) are considered to be important parts of one’s performance in sports. Cognition of ‘how to play’ in a sport is associated with improved performances (Thomas & Thomas, 1994). Therefore, teaching sport knowledge is important to enhance the effectiveness of practice and gameplay. Thomas and Thomas (1994) described the three concepts of sport knowledge in performance: (a) declarative (factual information, such as rules), (b) procedural (techniques and tactics), and (c) strategic knowledge (knowing how to learn). Given that the nature of sport knowledge has great potential to be developed for all levels of players (Dexter, 1999), it is important to dive into diverse ways to boost students’ cognitive learning while playing sports in physical education. Using advanced video technology, such as motion analysis mobile applications (Apps) with a feature of live capture for instant feedback, may enhance cognitive learning outcomes in physical education. Video technology has grown rapidly to support learning in physical education over the past decades (Palao et al., 2015; Rikli & Smith, 1980; van Wieringen et al., 1989). However, little is known about the effectiveness of a motion analysis App on students’ sport knowledge enhancement in sport education. Therefore, the App-based feedback was examined to identify its effectiveness on students’ sport knowledge enhancement during sport education badminton season.

Over the past few decades, studies have emphasized improving children’s health by increasing health-related fitness levels. Despite the known benefits of health-related fitness in youth, studies have also highlighted a lack of physical activity opportunities for children living in low-income households. The purpose of this study was to investigate the health-related fitness levels of students attending Title I (low-income) elementary schools. A total of 77 elementary students (50.6% female; Mage = 10.0, SD = 0.827) from two Title I elementary schools in the western United States completed the FitnessGram assessments of aerobic capacity, muscular strength and endurance, and flexibility. Descriptive statistics were used to identify the number of students in the Healthy Fitness Zone (HFZ) based upon the FitnessGram HFZ Performance Standards. Less than 17% of students achieved the HFZ for aerobic capacity and only 31.2% achieved the HFZ for upper body strength and endurance. Students performed better for abdominal strength and endurance and flexibility with 55.8% and 68.8% achieving the HFZ, respectively. The results of this study offer insights into the health-related fitness levels of a unique population, students attending Title I schools. School health professionals, including physical education teachers, need to be aware of existing disparities and make efforts to systematically intervene.

No abstract