Sandra Heck

Background: Physical activity is a familiar feature in schools worldwide. Its most common justification for inclusion is its distinctive contribution to students’ physical health and fitness and claimed benefits to non-physical aspects of education, such as social skills. Possible effects on cognitive and academic performance are less frequently assumed. This article examines the academic effects of ‘Active Learning’ practices in school classrooms. Our objective was to test the claim that physical activity can enhance curricular achievement and learning, specifically curriculum-focused physical activity and Learning Through Movement. Methods: Using a rapid review methodology, in this article we report on the evidence of contributions of active learning from peer-reviewed publications from 2010 to 2022. Results: The literature generally supported the central hypothesis that students in Active Learning conditions out-performed those in non-active conditions, both during Active Learning tasks and later. Whether this was due to the introduction of physical activity in the specific setting of classroom lessons or physical activity per se remains unclear. Conclusions: To ensure positive outcomes from Active Learning, practices should be planned in association with a series of favourable change mechanisms: proactive leadership, teacher engagement, the ease of finding and implementing Active Learning in sessions, and the genuine integration of Active Learning into curricula and lessons.

Background Most physical activity (PA) interventions targeting children focus on the school setting. However, children and young people are often less active at home. The purpose of this article is to review evidence from the last ten years of the contribution of physically Active Homework (AH) to the promotion of PA. Methods Using a rapid review methodology, the article reports on evidence contribution of AH and considers conditions for its effective implementation. Results Although research literature on the effects of AH is limited and missing a theoretical base, studies reporting small positive associations between AH and PA levels were identified. Increases in PA were, however, of low intensity; moderate and vigorous intensities remained relatively unchanged. Conclusions Strategies to increase PA extending beyond the school gym are needed. Further and better research is needed to understand the conditions of effective implementation of AH. Nevertheless, there is a plausibility in providing students regular opportunities to further promote PA in students’ lives by practicing movement and sports skills, and offering a flexible way of finding and pursuing meaningful activities. The fact that AH may encourage the engagement of families and communities, multiplies its potential benefits.

This special issue of The International Journal of the History of Sport is a collection of selected essays presented at the annual 2020 Congress of the International Society for the History of Phys...

Organising an outdoor event in a venue which has been assigned as a National Park is subject to a far greater number of constraints than in a non-protected area. By using the example of the ultramarathon races across Reunion Island since 1989, this study aims at analysing the history of the event's ecological policies with regard to the special vulnerability of the region, and the changes in status of the concerned landscapes and tourism strategies. The method embraces a study of the existing literature on the history of both the event's organisation and the island's environmental policies over the past 24 years, combined with a press content analysis. The results demonstrate that the creation of a National Park in 2007 and the nomination of large parts of Reunion Island as UNESCO World Natural Heritage sites in 2010 indeed led to further nature conservation policies which were, from then on, followed empathically in order to harmonise ideas of nature conservation and event organisation.

For a long time William Penny Brookes' influence on the re-establishment of the Olympic Games has been neglected thanks to a focus on Pierre de Coubertin's creative force. Meanwhile Brookes' general work for the Olympic movement has been officially acknowledged by the IOC. However, the British origins have not been proved yet for the modern pentathlon, which is – just like the Olympics – widely presented to be Coubertin's child. The two sport officials had been in touch since the 1890s and while the Olympic Games did not include the modern pentathlon before 1912, a pentathlon was organised as early as 1868 on the occasion of the Wenlock Games. This combined event did not have the same shape as the later modern pentathlon, but the ideological similarities are as obvious as Brookes' general impact on Coubertin. By analysing historical documents located in the IOC Archives in Lausanne, Switzerland, the Archives of the Wenlock Olympian Society in Much Wenlock, UK, and the National Archives of Sweden in Stockholm, this study aims to trace to what extent Brookes and the Much Wenlock Games impacted upon the birth of the modern pentathlon. Thus, the study reinterprets the genesis of a 100-year-old Olympic sport that has, until today, been exclusively dedicated to Coubertin.