The Intersections of Science and Practice: Examples From FitnessGram® Programming

Welk, Greg

doi:10.1080/02701367.2017.1377485

Cited by 6 publications

(5 citation statements)

References 37 publications

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“…As a PRN, it is designed to provide mutual benefits through (Welk, Bai, Saint-Maurice, Allums-Featherston, & Candelaria, 2016) and provided a model for the more localized Iowa FitnessGram Initiative. The goal was to promote bilateral communications between researchers and practitioners for sustained collaborations, leading to a harmonious integration of science and practice (Welk, 2017). It proved to be a particularly useful setting to distribute the refined EB education module for evaluation in this study.…”

Section: Description Of the Iowa Fitnessgram Initiativementioning

confidence: 99%

“…A recent review found that only a small percentage of the health interventions have systematically examined effectiveness, adoption, implementation, and maintenance, which has slowed down the speed of their translation to dissemination for large practical impact (Green & Nasser, 2012). Additional research examining the dissemination and implementation of interventions is critical to promote the translation of science into practice (Green & Nasser, 2012;Welk, 2017).…”

Section: Introductionmentioning

confidence: 99%

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Using a hybrid design to analyze effectiveness and implementation of a refined energy-balance education module for upper elementary physical education

Chen¹,

Liu²,

Welk³

2019

ejrieps

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Informed by a previous experiment, this study sought to examine the effectiveness and implementation of a refined energy-balance (EB) education module for upper elementary physical education (PE). The refined module was distributed through a participatory research network to six schools in Iowa (United States) participated in the study and the evaluation followed the type I effectiveness-implementation hybrid design. The PE teachers completed standardized log sheets after delivering each lesson. Students in fourth and fifth grades (n = 570 and n = 586 at baseline and post-test, respectively) completed a written test before and after the experiment, to assess EB knowledge. The overall completion rate of the log sheets was low and varied across lessons, but process data meaningfully informed the implementation. The EB knowledge gain over time was modest and statistically significant in both boys and girls in fourth and fifth grades. The experienced schools showed greater knowledge gains than the naive schools that had not previously been exposed to the EB module. The findings support the potential of the refined EB education module for broader dissemination in elementary schools.

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Section: Description Of the Iowa Fitnessgram Initiativementioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Using a hybrid design to analyze effectiveness and implementation of a refined energy-balance education module for upper elementary physical education

Chen¹,

Liu²,

Welk³

2019

ejrieps

View full text Add to dashboard Cite

show abstract

“…A special curriculum area related to this could be fitness education, which offers the opportunity to acquire knowledge and understanding of fitness and healthy lifestyle habits. 33 , 34 It helps to develop the skills of short- and long-term planning and goal setting, measuring and self-tracking by building various fitness programmes, health-related exercises and sports activities. Unfortunately, this curriculum area is marginalized in many countries.…”

Section: Discussionmentioning

confidence: 99%

Ringing the bell for quality P.E.: What are the realities of remote physical education?

Kovács

Csányi

Blagus

et al. 2022

European Journal of Public Health

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Background To date, few data on the quality and quantity of online physical education (P.E.) during the COVID-19 pandemic have been published. We assessed activity in online classes and reported allocated curriculum time for P.E. in a multi-national sample of European children (6–18 years). Methods Data from two online surveys were analysed. A total of 8395 children were included in the first round (May–June 2020) and 24 302 in the second round (January–February 2021). Results Activity levels during P.E. classes were low in spring 2020, particularly among the youngest children and in certain countries. 27.9% of students did not do any online P.E. and 15.7% were hardly ever very active. Only 18.4% were always very active and 14.9% reported being very active quite often. In winter 2020, we observed a large variability in the allocated curriculum time for P.E. In many countries, this was lower than the compulsory requirements. Only 65.7% of respondents had the same number of P.E. lessons than before pandemic, while 23.8% had less P.E., and 6.8% claimed to have no P.E. lessons. Rates for no P.E. were especially high among secondary school students, and in large cities and megapolises. Conclusions During the COVID-19 pandemic, European children were provided much less P.E. in quantity and quality than before the pandemic. Countermeasures are needed to ensure that these changes do not become permanent. Particular attention is needed in large cities and megapolises. The critical role of P.E. for students’ health and development must be strengthened in the school system.

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“…The FitnessGram® assessmentin many places across the U.S. (e.g. NYC, Texas)is one of those policies, outwardly grounded in 'science' (Welk, 2017) and supported by strong ties to corporate, non-profit and government sectors (Gard & Pluim, 2017;Pluim & Gard, 2018). Pluim and Gard (2018) call the lack of critical scholarship and academic silence around Fitness-Gram® 'puzzling' (p. 275).…”

Section: Moving Towards Something New?mentioning

confidence: 99%

Beyond the BEEPs: affect, FitnessGram®, and diverse youth

Safron

Landi²

2021

Sport, Education and Society

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This paper draws on two separate research projects, one with Black and Latinx youth in the United States and another with LGBTQ+ youth in New Zealand, to explore the affective experiences of young people with the FitnessGram® assessment. We specifically use affect theory through poetic inquiry to entangle interview data from young participants about their experiences with FitnessGram®. We then (re)present the data through poetic forms. We argue the turn to affect and poetic inquiry allows us, as researchers, to respond to dominant discourses around FitnessGram® (and young bodies) in critical and creative ways. And, we embrace the experimental, open-ended potential of poetic (re)presentation to bring awareness to the youths' experiences and to encourage others (researchers, educators, practitioners, policymakers) to engage differently as well. We hope, through such aesthetic forms, we can start to value the affects of FitnessGram® on youth and think divergently about this popular practice.

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The Intersections of Science and Practice: Examples From FitnessGram® Programming

Cited by 6 publications

References 37 publications

Using a hybrid design to analyze effectiveness and implementation of a refined energy-balance education module for upper elementary physical education

Using a hybrid design to analyze effectiveness and implementation of a refined energy-balance education module for upper elementary physical education

Ringing the bell for quality P.E.: What are the realities of remote physical education?

Beyond the BEEPs: affect, FitnessGram®, and diverse youth

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