Jongho Moon

Schools are widely recognized as the primary setting for addressing physical inactivity among children and adolescents, with whole-of-school (WOS) approaches advocated as the most effective strategy for embedding physical activity (PA) across the entire school ecosystem. Physical education (PE) teachers are uniquely positioned to lead WOS initiatives; however, they often lack formal preparation in instructional design and adult learning to effectively facilitate professional development for their colleagues. Twelve K–12 PE teachers engaged in a 16-week graduate capstone project at a public university in the United States structured around the Analysis, Design, Development, Implementation, and Evaluation (ADDIE) framework to design and deliver K–12 site-specific PA professional development. Data were collected through pre- and post-project focus group interviews, reflection papers, and final project reports, and analyzed using thematic analysis involving open and axial coding. Two overarching themes were identified: (1) Redefining PA leadership through systematic design, capturing participants’ shift from professional isolation toward collaborative, distributed leadership; and (2) Professional development as a catalyst for change, illustrating participants’ evolution from idealistic advocacy to pragmatic, context-responsive instructional design while navigating institutional barriers. The findings indicated that the ADDIE framework facilitated meaningful shifts in professional identity, enabling PE teachers to reconceptualize PA leadership as an organizational design challenge rather than an individual burden. These findings suggest that PE teacher education programs should integrate structured instructional design competencies to prepare future educators as strategic architects of active school cultures.

Despite the central importance of school leadership in the successful implementation of new programs, little research has explored administrators’ views concerning whole-of-school physical activity (PA) initiatives, which can support students’ academic performance and healthy development. A critical knowledge gap exists in the context of secondary education, where whole-of-school PA implementation may face nuanced challenges. The purpose of this U.S.-based study was to examine middle school principals’ beliefs about whole-of-school PA. A convenience sample of 19 principals from six states participated in individual, semi-structured interviews. The data were thematically analyzed in NVivo. Findings spanned three themes: (a) PA benefits the whole child, but who is in charge? , (b) school- and system-level resources that matter , and (c) the gap between verbal support and administrative action. Collectively, these themes revealed principals’ nearly universal philosophical support for school-based PA programming but also demonstrated how such convictions often operate within structures that deprioritize it. Although principals expressed a desire to foster more active school cultures, they often perceived such efforts as idealistic and instead conformed to the accountability systems that govern their work. This study provides a key empirical lens from the perspective of school leadership to understand potential barriers and facilitators to whole-of-school PA implementation in middle schools.

Purpose : This study investigated the experiences of 49 preservice physical education (PE) teachers as they developed and implemented PE lesson plans in a simulated classroom, guided by the constraints-led approach during ball game lessons. The aim was to explore the practical application of Newell’s constraints model within a teacher education context. Method : A single case study design was employed. Qualitative data were collected primarily from preservice PE teachers’ reflection journals, structured using the RE-AIM framework, and thematic analysis was employed to analyze the data. Results : Three main themes and 11 subthemes emerged: (a) reshaping pedagogical practices, (b) challenges in applying Newell’s constraints model, and (c) enhancement and application in teacher education programs. Discussion/Conclusion : The study results highlight the importance of understanding the subtle dynamics between constraints and instructional strategies. The findings stress the vital role of teachers in pinpointing and integrating key elements of sports performance. Through deepening our understanding of the constraints-led approach, this study suggests potential improvements in PE teaching methods and curriculum design.

Introduction: Physical activity (PA) is essential for adolescents' healthy development, yet many fall short of PA guidelines. Movement integration (MI)—infusing PA into regular classroom time—is a well‐established approach to increasing elementary children's PA at school. However, less is known about MI in secondary school settings. This scoping review maps the breadth of empirical evidence on MI in secondary schools. Methods: This review adhered to the Joanna Briggs Institute methodology for scoping reviews and followed the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses extension for Scoping Reviews guidelines. A comprehensive search was conducted across seven electronic databases (PubMed/MEDLINE, ERIC [EBSCOhost], SPORTDiscus, CINAHL, SCOPUS, Web of Science, and PsycINFO) from November 10–15, 2023, and on August 5, 2025. Inclusion criteria centered on studies involving secondary school students and professionals. Exclusions applied to non‐typically developing children and unpublished documents. Results: MI strategies varied, with non‐academic movement breaks (31 instances) and academic subject integration (28 instances) being the most common. The review included 44 studies published between 2014 and 2025. The studies originated from 11 countries and involved 59,973 participants. Two theoretical perspectives were prominent: social cognitive theory and the socio‐ecological model. Methodological approaches included quantitative (28 studies), qualitative (10 studies), and mixed‐methods (six studies) designs. Knowledge claims underscored student‐centered benefits, the importance of contextual and institutional alignment, the feasibility and challenges of implementation, the adaptability of content for pedagogical integration, and the fact that no single MI strategy is universally sufficient for success. Conclusions: MI in secondary schools presents a viable PA promotion strategy for adolescents. Future research on MI in secondary school settings is warranted.

Purpose : This systematic review investigated the effects of technology-integrated interventions on physical activity (PA) in K–12 school physical education (PE), analyzing their effectiveness in improving PA-related outcomes and identifying the types and functions of technology utilized. Method : Following PRISMA (Preferred Reporting Items for Systematic reviews and Meta-Analyses) 2020 guidelines, seven databases were searched, yielding 21 studies on technology-integrated PA interventions in K–12 PE. Results : Technology-integrated interventions in PE generally improved PA levels and related outcomes; however, the effectiveness varied by intervention design and contextual factors. Wearable devices were commonly used for measurement, whereas other technologies like exergames and mobile applications served educational and communication purposes. Discussion/Conclusion : This review supports technology integration in PE as a valuable strategy for improving K–12 PA participation and motivation. Future research should employ rigorous, longitudinal designs across diverse age groups and settings to establish evidence-based best practices for promoting lifelong PA.

This scoping review aimed to provide a comprehensive overview of empirical research on whole-of-school physical activity (WOSPA) preparation for preservice teachers (PSTs). Following the Preferred Reporting Items for Systematic Reviews extension for Scoping Reviews guidelines, a search across seven databases yielded 28 peer-reviewed articles from five countries focusing on PST involvement with WOSPA. Thematic analysis was used to summarize findings extracted from the selected literature. Research designs included qualitative (19), nonrandomized controlled trials (5), and mixed methods (4). PST experiences with WOSPA promotion addressed physical activity during school (22) and field-based implementation (21). PSTs valued WOSPA opportunities, developed physical activity leadership skills, and desired to lead future programs due to learning experiences. Future research is warranted to explore long-term transfer into the field; cross-institutional and international comparisons; scalable WOSPA learning experiences in teacher education; and their impact on PSTs’ (a) curriculum value orientations, (b) motivation, (c) role-breadth self-efficacy, and (d) perceived mattering.