Editorial
A Call for Cutting Edge Research in Physical Education
Ben Dyson, Weidong Li
Articles
Effects of Vigorous Intensity Physical Activity on Mathematics Test Performance
David Phillips, James C. Hannon, Darla M. Castelli
Game Performance and Understanding Within a Hybrid Sport Education Season
Cláudio Filipe Farias, Isabel Ribeiro Mesquita, Peter A. Hastie
Integration of Information and Communication Technology and Pupils’ Motivation in a Physical Education Setting
Pascal Legrain, Nicolas Gillet, Christophe Gernigon, Marc-André Lafreniere
Development and Initial Validation of the Chinese Version of Psychological Needs Thwarting Scale in Physical Education
Jing Dong Liu, Pak-kwong Chung
Gender Differences on Attitudes and Participation in an Extracurricular Gymnastics Course Among Greek University Students
Dimitrios Milosis, Athanasios G. Papaioannou, Theophanis A. Siatras, Miltiadis Proios, Michael Proios
Changes in Children’s Autonomous Motivation Toward Physical Education During Transition From Elementary to Secondary School: A Self-Determination Perspective
Cindy Rutten, Filip Boen, Nathalie Vissers, Jan Seghers
Upper Elementary School Student Attitudes Toward Physical Education
Sharon R. Phillips, Stephen Silverman
An Exploratory Study of Elementary Classroom Teachers’ Physical Activity Promotion From a Social Learning Perspective
Collin A. Webster, Heather Buchan, Melanie Perreault, Rob Doan, Panayiotis Doutis, Robert G. Weaver
Young School Children’s Recess Physical Activity: Movement Patterns and Preferences
Amelia Mays Woods, Kim C. Graber, David Newman Daum, Chris Gentry
Predicting Physical Activity in 10-12 Year Old Children: A Social Ecological Approach
Tao Zhang, Katherine Thomas, Karen H. Weiller
Research Notes
Effects of Physical Education on Objectively Determined Physical Activity in Primary School Children—Which Proportioning Is Best?
Susanne Kobel, Sarah Kettner, Nanette Erkelenz, Dorothea Kesztyüs, Jürgen M. Steinacker
Physical Education Teacher Training in Fundamental Movement Skills Makes a Difference to Instruction and Assessment Practices
Natalie Jayne Lander, Lisa Michele Barnett, Helen Brown, Amanda Telford
