Physical activity (PA) decreases with age. The school transition is noted for significant changes in PA behaviour. Motor competence (MC), health-related fitness (HRF), and perceived competence (PC) are generally positively associated with PA. The aim of this study was to examine longitudinal cross-lagged relationships between PA, MC, HRF, and PC across the school transition from final year of primary school to first year of second-level school in Irish youth. PA (accelerometery), object-control and locomotor MC (TGMD-III), PC (perceived athletic competence subscale of the Self-Perception Profile for Adolescents), and HRF (20 m shuttle run, horizontal jump, vertical jump, push-ups, curl-ups) were measured in final year of primary school (6th class) and first year of second-level school (1st year). In the sixth class, 261 participants (53% female; mean age 12.22 ± 0.48 years) were tested. In first year, 291 participants (48% female; mean age: 13.20 ± 0.39 years) were tested. In total, 220 participants were involved in the study at both timepoints. Cross-lagged regression in AMOS23, using full information maximum likelihood estimation, was conducted to test reciprocal and predictive pathways between variables. The full cross-lagged model showed acceptable fit (χ2 = 69.12, df = 8, p < 0.01, NFI = 0.93, CFI = 0.94). HRF was the strongest predictor of future PA (β = 0.353), and also predicted PC (β = 0.336) and MC (β = 0.163). Object-control MC predicted future PA (β = 0.192). Reciprocal relationships existed between object-control MC and PA, and between object-control MC and PC. HRF was the strongest predictor of PA. Object-control MC also predicted PA. PA promotion strategies should target the development of HRF and object-control MC in primary school to reduce the decline in PA frequently observed after the school transition.

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Background: The world experienced challenges due to the COVID-19 pandemic which resulted in school closures across the globe in early 2020. Schools pivoted to remote delivery of learning using a variety of online and offline resources. PE is vital in providing motor development opportunities for children and it is essential to ensure that the provision of quality PE experiences is continued, even in the context of a pandemic. It was in this context that the PE at Home lessons were developed.Purpose: This study examined teachers' and parents' experiences of using the PE at Home resource and contributes to documenting the PE homelearning experience and can inform how the education system might respond and incorporate remote teaching into the future. Methods: A mixed-methods study utilising online surveys with 29 teachers and 173 parents/guardians and online interviews with five teachers, five parents and seven resource developers was undertaken. Quantitative data were descriptively analysed while qualitative data were analysed using a thematic approach (Braun, V., and V. Clarke. 2006. "Using Thematic Analysis in Psychology." Qualitative Research in Psychology 3 (2): 77-101). Findings: The PE at Home lessons had excellent viewership with over 27,000 Facebook and 937 website views. Three themes (i) ensuring the 'E' remained in PE; (ii) home-schooling and physical education; (ii) and context and relatability were developed from the data. While some parents demonstrated that their knowledge of PE was that it consisted of physical activity, other parents along with teachers and developers reflected on the educative component of the lessons. The PE at Home lessons provided teachers with a resource to share with parents to support parents home-school during Covid-19 school closures. An Irish resource featuring Irish children and aligned with the Irish curriculum was seen as a strength by both parents and teachers. Conclusion:The PE at Home lessons address the teaching and learning of PE in multiple contexts, particularly in an online environment, and they can be used in multiple ways to promote learning.

Health-related fitness (HRF) is theoretically defined as a multidimensional construct containing the components cardiorespiratory endurance, muscular strength, muscular endurance, flexibility and body composition. Given the range of field-based HRF tests available, health practitioners face a difficult task in selecting tests that best reflect the HRF construct as defined in the literature. This study aimed to investigate the underlying factor structure of the theoretical HRF construct with a view to identifying field-based tests representative of HRF in youth. Participants were 261 children (53% female, 47% male; mean age 12.22 ± 0.48 years). Indicators of four fitness components (20m shuttle run, curl-ups, push-ups, horizontal jump, vertical jump, handgrip, and modified back-saver sit-and-reach) were measured. Confirmatory factor analysis of the four-component model revealed a low contribution of flexibility (.10) to the overall model, leading to its removal. The subsequent three-component model showed better fit across all fit statistics (NFI, TLI, CFI, RMSEA, SRMR). Analysis of indicator loadings led to the removal of handgrip (.37), further improving model fit. The reduced three-component model was re-specified as a first-order model containing five indicators, and showed the best fit (NFI, CFI, SRMR). These findings suggest that a fitness construct in youth is adequately represented by three HRF components included in the theoretical definition (cardiorespiratory endurance, muscular strength, muscular endurance). These components load onto the same construct and can be tested using five tests (20m shuttle run, curl-ups, push-ups, horizontal jump, vertical jump) suitable for field-based research.

Whole-school physical activity (PA) promotion programmes are recommended to increase youth PA. Evaluation of programmes is essential to ensure practice is guided by evidence. This paper evaluates the Active School Flag (ASF), a whole-school PA promotion programme in Ireland, using the Reach, Effectiveness, Adoption, Implementation, and Maintenance (RE-AIM) framework. ASF was evaluated across three levels—(1) administration, (2) application, (3) outcomes—using a mixed-methods case study design. Existing data sources were reviewed, the programme coordinator was interviewed, and a pilot study was conducted to investigate impact on 3rd and 5th class students (3 schools, n = 126 students, age range 8–12 years). In-school Moderate to Vigorous Physical Activity (MVPA; by accelerometery), motivation for PA (BREQ), PA self-efficacy (PASES), school affect and peer social support (Kidscreen27) were measured pre-programme (0 months), post-programme (8 months), and at retention (12 months). Teacher perceptions of classroom behaviour (CBAST) were also measured pre- and post-programme. ASF has been successful in engaging 46% of primary schools nationally. Students’ in-school moderate–vigorous PA increased in all pilot-study schools from pre-programme to retention (η2 = 0.68–0.84). ASF programme design facilitates implementation fidelity, adoption and maintenance through buy in from schools and government stakeholders. ASF presents as an effective PA promotion programme in the short-to-medium term for primary schools. This RE-AIM evaluation provides evidence of ASF effectiveness, alongside valuable findings that could support programme improvement, and inform future similar programmes.