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Luz Claudio - One of the best experts on this subject based on the ideXlab platform.

  • synthetic turf health debatetakes root
    Environmental Health Perspectives, 2008
    Co-Authors: Luz Claudio
    Abstract:

    In Little League dugouts, community parks, professional Athletic organizations, and international soccer leagues, on college campuses and neighborhood playgrounds, even in residential yards, the question being asked is “grass or plastic?” The debate is over synthetic turf, used to blanket lawns, park spaces, and Athletic Fields where children and adults relax and play; the questions are whether synthetic turf is safe for human and environmental health, and whether its advantages outweigh those of natural grass. Despite or perhaps because of the fact that it is too early to definitively answer those questions, the debate is fierce. New York City, which buys the largest amount of synthetic turf of any U.S. municipality, held a hearing 13 December 20007 on the use of synthetic turf in city parks. There is a clear need for open space in the city. The 28,700 acres of land constituting some 4,000 parks are distributed unevenly throughout the city. “Many districts have no green parks, not even one,” said Helen Sears, a city council member representing the Jackson Heights neighborhood, during the hearing. New York City Department of Parks & Recreation commissioner Adrian Benepe wants to address the need for parks and Athletic Fields by installing not only natural grass Fields and lawns but also synthetic turf. “With quality recreational facilities—which means, in some cases, synthetic turf Fields—we will be able to better confront this issue,” he says. In New York City, he points out, at least 35 synthetic turf Fields are or will be a replacement for asphalt surfaces. Others oppose the move toward synthetic turf. “Grassroots organizations have been working hard to have pesticide use reduced or banned in places where it is unnecessary,” says Tanya Murphy, a board member of Healthy Child, Healthy World, an advocacy organization. “Now we’re going from the frying pan and into the fire when replacing grass with synthetic turf.” The debate leaves many on the fence. Orlando Gil, an assistant research scientist at New York University and soccer coach, is weighing both alternatives: “We want children to play outside, exercise, and play sports, but with pesticides and fertilizers in grass and chemicals in artificial turf, I don’t know which to choose.” Indeed, a dearth of research on the nonoccupational human health effects of exposure to the constituents of synthetic turf hampers the ability to make that choice with any degree of confidence. On the basis of limited toxicity data, some reports have concluded the health risks are minimal. Most agree, however, that far more research is needed before the question can be definitively answered. In the 13 December 2007 issue of Rachel’s Democracy and Health News, William Crain of the City College of New York Psychology Department and Junfeng Zhang of the University of Medicine & Dentistry of New Jersey School of Public Health called conclusions of minimal risk “premature.”

Vasilis Vasiliou - One of the best experts on this subject based on the ideXlab platform.

  • Evaluation of potential carcinogenicity of organic chemicals in synthetic turf crumb rubber.
    Environmental research, 2018
    Co-Authors: Alaina N. Perkins, Salmaan H. Inayat-hussain, Nicole C. Deziel, Caroline H. Johnson, Stephen S. Ferguson, Rolando Garcia-milian, David C. Thompson, Vasilis Vasiliou
    Abstract:

    Abstract Currently, there are >11,000 synthetic turf Athletic Fields in the United States and >13,000 in Europe. Concerns have been raised about exposure to carcinogenic chemicals resulting from contact with synthetic turf Fields, particularly the infill material (“crumb rubber”), which is commonly fabricated from recycled tires. However, exposure data are scant, and the limited existing exposure studies have focused on a small subset of crumb rubber components. Our objective was to evaluate the carcinogenic potential of a broad range of chemical components of crumb rubber infill using computational toxicology and regulatory agency classifications from the United States Environmental Protection Agency (US EPA) and European Chemicals Agency (ECHA) to inform future exposure studies and risk analyses. Through a literature review, we identified 306 chemical constituents of crumb rubber infill from 20 publications. Utilizing ADMET Predictor™ , a computational program to predict carcinogenicity and genotoxicity, 197 of the identified 306 chemicals met our a priori carcinogenicity criteria. Of these, 52 chemicals were also classified as known, presumed or suspected carcinogens by the US EPA and ECHA. Of the remaining 109 chemicals which were not predicted to be carcinogenic by our computational toxicology analysis, only 6 chemicals were classified as presumed or suspected human carcinogens by US EPA or ECHA. Importantly, the majority of crumb rubber constituents were not listed in the US EPA (n = 207) and ECHA (n = 262) databases, likely due to an absence of evaluation or insufficient information for a reliable carcinogenicity classification. By employing a cancer hazard scoring system to the chemicals which were predicted and classified by the computational analysis and government databases, several high priority carcinogens were identified, including benzene, benzidine, benzo(a)pyrene, trichloroethylene and vinyl chloride. Our findings demonstrate that computational toxicology assessment in conjunction with government classifications can be used to prioritize hazardous chemicals for future exposure monitoring studies for users of synthetic turf Fields. This approach could be extended to other compounds or toxicity endpoints.

Geumran Seo - One of the best experts on this subject based on the ideXlab platform.

  • Understanding Physical Activity Engagement in Students: Skills, Values, and Hope. [Entender la participación de la actividad física en los estudiantes: conocimientos, valores y esperanza].
    'Revista Internacional de Ciencias del Deporte (RICYDE)', 2019
    Co-Authors: Thomas Martinek, Brittany Holland, Geumran Seo
    Abstract:

    Understanding why kids continue to engage or not to engage in physical activity is important to all practitioners. Student engagement becomes central to how teachers plan and deliver various types of learning experiences in school gyms and Athletic Fields. Understanding the complexity of this issue has been addressed through various forms of research as well as trial and error attempts by those who work with kids on a daily basis. This article attempts to help clarify our understanding of the factors that impact the motivational levels of children and youth when they are exposed to various physical activity learning experiences. We first describe the historical roots of research that have looked at life in the gym. Next, we provide three aspects of examining factors that influence physical activity engagement in school programs. One aspect is how skill level and perceived competence influence engagement in students. Following is a discussion of the personal and psychological factors that impact engagement. Specifically, we examine the values that students have toward physical activity programs and their engagement motive. We also describe the how kids' sense of hope for doing well in physical activity mediate their levels of engagement in various achievement situations. We conclude with some important considerations for doing research on children's and youth's thoughts and perceptions during physical activity engagement. Resumen Comprender por qué los niños continúan participando o no, en las actividades físicas es de gran interés para todos los profesionales. El compromiso de los escolares es un elemento central para los profesores a la hora de planificar y ofrecer diferentes tipos de experiencias de aprendizaje en los gimnasios escolares y en los campos deportivos. La complejidad de este tema se ha abordado tanto a través de diversas formas de investigación, como mediante ensayo y error, por parte de aquellos que trabajan diariamente en Educación Física. Este artículo intenta ayudar a aclarar nuestra comprensión de los factores que afectan los niveles de motivación de los escolares, cuando están expuestos a diversas experiencias de aprendizaje en educación física. En primer lugar, se describe el origen de la investigación que ha analizado la vida en el gimnasio. A continuación, se presentan tres de los aspectos que influyen en la participación en educación física. En primer lugar, se analiza cómo el nivel de competencia y coordinación, así como la competencia percibida, influyen en el compromiso de los escolares. A continuación, se analizan los factores personales y psicológicos que influyen en dicho compromiso. Específicamente, se examinan los valores que los estudiantes otorgan a los programas de Educación Física y su motivación a participar en ellos. También se describe cómo la esperanza por alcanzar el éxito media en los niveles de participación en diversas situaciones de rendimiento. Se concluye con algunas sugerencias importantes para investigar sobre los pensamientos y percepciones de los niños y jóvenes durante su participación comprometida en Educación Física

Kerri Murphy - One of the best experts on this subject based on the ideXlab platform.

  • vehicular air pollution playgrounds and youth Athletic Fields
    Inhalation Toxicology, 2006
    Co-Authors: Kenneth W Rundell, Renee Caviston, Amanda M Hollenbach, Kerri Murphy
    Abstract:

    In spite of epidemiological evidence concerning vehicular air pollution and adverse respiratory/cardiovascular health, many Athletic Fields and school playgrounds are adjacent to high traffic roadways and could present long-term health risks for exercising children and young adults. Particulate matter (PM1,0.02–1.0 μm diameter) number counts were taken serially at four elementary school Athletic/playground Fields and at one university soccer field. Elementary school PM1 measurements were taken over 17 days; measurements at the university soccer field were taken over 62 days. The high-traffic-location elementary school field demonstrated higher 17-day [PM1] than the moderate and 2 low traffic elementary school Fields (48,890 ± 34,260, 16,730 ± 10,550, 11,960 ± 6680, 10,030 ± 6280, respective mean counts; p < .05). The 62-day mean PM1 values at the university soccer field ranged from 115,000 to 134,000 particles cm− 3. Lowest mean values were recorded at measurement sites furthest from the highway (∼34,000 ...

Seo Geumran - One of the best experts on this subject based on the ideXlab platform.

  • Understanding Physical Activity Engagement in Students: Skills, Values, and Hope. [Comprender la participación de la actividad física en los escolares: Competencias, valores y esperanza].
    'Revista Internacional de Ciencias del Deporte (RICYDE)', 2019
    Co-Authors: Martinek Thomas, Holland Brittany, Seo Geumran
    Abstract:

    Understanding why kids continue to engage or not to engage in physical activity is important to all practitioners. Student engagement becomes central to how teachers plan and deliver various types of learning experiences in school gyms and Athletic Fields.  Understanding the complexity of this issue has been addressed through various forms of research as well as trial and error attempts by those who work with kids on a daily basis. This article attempts to help clarify our understanding of the factors that impact the motivational levels of children and youth when they are exposed to various physical activity learning experiences. We first describe the historical roots of research that have looked at life in the gym. Next, we provide three aspects of examining factors that influence physical activity engagement in school programs.  One aspect is how skill level and perceived competence influence engagement in students.  Following is a discussion of the personal and psychological factors that impact engagement. Specifically, we examine the values that students have toward physical activity programs and their engagement motive. We also describe the how kids' sense of hope for doing well in physical activity mediate their levels of engagement in various achievement situations. We conclude with some important considerations for doing research on children's and youth's thoughts and perceptions during physical activity engagement.      ResumenComprender por qué los niños continúan participando o no, en las actividades físicas es de gran interés para todos los profesionales. El compromiso de los escolares es un elemento central para los profesores a la hora de planificar y ofrecer diferentes tipos de experiencias de aprendizaje en los gimnasios escolares y en los campos deportivos. La complejidad de este tema se ha abordado tanto a través de diversas formas de investigación, como mediante ensayo y error, por parte de aquellos que trabajan diariamente en Educación Física. Este artículo intenta ayudar a aclarar nuestra comprensión de los factores que afectan los niveles de motivación de los escolares, cuando están expuestos a diversas experiencias de aprendizaje en educación física. En primer lugar, se describe el origen de la investigación que ha analizado la vida en el gimnasio. A continuación, se presentan tres de los aspectos que influyen en la participación en educación física. En primer lugar, se analiza cómo el nivel de competencia y coordinación, así como la competencia percibida, influyen en el compromiso de los escolares. A continuación, se analizan los factores personales y psicológicos que influyen en dicho compromiso. Específicamente, se examinan los valores que los estudiantes otorgan a los programas de Educación Física y su motivación a participar en ellos. También se describe cómo la esperanza por alcanzar el éxito media en los niveles de participación en diversas situaciones de rendimiento. Se concluye con algunas sugerencias importantes para investigar sobre los pensamientos y percepciones de los niños y jóvenes durante su participación comprometida en Educación Física.https://doi.org/10.5232/ricyde2019.05506References/referenciasAmes, C. (1984). Achievement attributions and self-determination under competitive and individualistic goal structures. Journal of Educational Psychology, 76, 478-487. https://doi.org/10.1037/0022-0663.76.3.478Ames, C. (1992). Classrooms: Goals, structures, and motivations. Journal of Educational Psychology, 34, 261-271. https://doi.org/10.1037/0022-0663.84.3.261Anderson, W. (1980). Analysis of teaching physical education. St. Louis: C.V. Mosby.Anderson, W., & Barrette, G. (1978). What's going on in gym. Descriptive studies of physical education classes. Monograph 1. Motor Skills: Theory into Practice, 25-38.Barnett, A.; Dawes, H., & Morgan, Wilmut, K. (2012). Constraints and facilitators in participation in physical activity in teenagers with developmental coordination disorder: An exploratory interview study. Child: Care, Health and Development, 39, 393-403. https://doi.org/10.1111/j.1365-2214.2012.01376.xBernstein, E.; Gibbone, A., & Lysniak, U. (2013). Competition and considerations: The use of active gaming in physical education class. In A. Cohan & A. Honigsfeld (Eds.). Breaking the mold in education (pp.101-106). NY: Rowman & Littlefield Education.Bernstein, E.; Phillips, S. R., & Silverman, S. (2011). Attitudes and perceptions of middle school students toward competitive activities in physical education class. Journal of Teaching in Physical Education, 30, 69-83. https://doi.org/10.1123/jtpe.30.1.69Brophy, J. (2010). Motivating students to learn. (3rd Ed). New York: Routledge.Brophy J., & Good, T. (1990). Educational psychology (2nd ed.) New York:  Longman.Carlson, T. B. (1995). We hate gym: Student alienation from physical education. Journal of Teaching Physical Education, 14, 467-477. https://doi.org/10.1123/jtpe.14.4.467Castilli, D. M., & Valley, J. A. (2007). Chapter 3: The relationship of physical fitness and motor competence to physical activity. Journal of Teaching in Physical Education, 26(4), 358-374. https://doi.org/10.1123/jtpe.26.4.358Chang, H. N., & Jordan, P. W. (2013). Building a culture of Attendance: Schools and afterschool programs together can and should make a difference!  In T.K. Peterson's (Ed.) Expanding minds and opportunities (pp. 56-61) Washington, DC: Collaborative.Chen, A. (2015). Operationalizing physical literacy for learners: Embodying the motivation to learn. Journal of Sport and Health Science, 4(2), 125-131. https://doi.org/10.1016/j.jshs.2015.03.005Chen, S.; Sun, H.; Zhu, X., & Chen, A. (2014). Relationship between motivation and learning and after-school physical activity. Research Quarterly for Exercise and Sport, 88(4), 468-477. https://doi.org/10.1080/02701367.2014.961054Cohen, A., & Honigsfield, A. (2013). Breaking the mold of education. New York: Rowman & Littlefield Education.Costello, J. A., & Laubach, S. (1978). Student behavior. In W. Anderson and G. Barrette's (Eds.) What's going on in gym? (pp. 11-24). Newton, CT: Motor Skill: Theory into PracticeDiener, C.  I., & Dweck, C. (1978). An analysis of learned helplessness: Continuous changes in performance, strategy and achievement cognitions following failure. Journal of Personality and Social Psychology, 36, 451-462. https://doi.org/10.1037/0022-3514.36.5.451Dudley, D.; Okley, A.; Pearson, P., & Cotton, W. (2011). A systematic review of the effectiveness of physical education and sport interventions targeting physical activity, movement skills and enjoyment of physical activity. European Physical Education Review, 17(3), 353-378. https://doi.org/10.1177/1356336X11416734Dweck, C. (2006). Mindset:  The new psychology of success.  New York:  BallantineFeguera, R., & An, R.  (2017).  Motor skill competence and physical activity in preschoolers: A review. Maternal and Child Health Journal, 2(1), 136-146. https://doi.org/10.1007/s10995-016-2102-1Finchum, F. D.; Hokoda, A., & Sanders, R. (1989). Learned helplessness: Test anxiety and academic achievement. Child Development, 60(1), 138-145. https://doi.org/10.2307/1131079Gould, D. (2016). Leadership as a life skill in youth sports. In Nicholas L. Holt's (Ed.) Positive youth development through sport (151-167). NY: Routledge.Graham, G. (1995). Physical education through students' eyes and in students' voice. Introduction. Journal of Teaching in Physical Education, 14, 364-371. https://doi.org/10.1123/jtpe.14.4.364Graham, G. (2015). The fall and rise of physical education.  PE Central-What Works in Physical Education (Special Issue), 1-8.Hopple, C., & Graham, G. (1995). What children think, feel, and know about physical fitness testing. Journal of Teaching in Physical Education, 14, 408-417. https://doi.org/10.1123/jtpe.14.4.408Lander, N.; Esther, N.; Morgan, P. J.; Salmon, J., & Barnett, L. M. (2017). Characteristics of teacher training in school-based physical education interventions to improve fundamental movement skills and/or physical activity: A systematic review. Sport Medicine, 47(1), 135-161. https://doi.org/10.1007/s40279-016-0561-6Li, W.; Wright, P.; Rukavina, P., & Pickering, M. (2008). Measuring students' perceptions of personal and social responsibility and its relationship to intrinsic motivation in urban physical education. Journal of Teaching Physical Education, 27, 167-178. https://doi.org/10.1123/jtpe.27.2.167Logan, S. W.; Webster, E. K.; Gretchell, N.; Pfeiffer, K. A., & Robinson, L. E. (2015. Relationship between fundamental motor skill competence and physical activity duringchildhood and adolescence: A systematic review. Kinesiology Review, 4(4), 416-426. https://doi.org/10.1123/kr.2013-0012Lopes, V.P.; Stodden, D. F., & Rodrigues, L.P. (2017. Effectiveness of physical education to promote motor competence in primary school children. Physical Education and Sport Pedagogy, 22(6), 589-602. https://doi.org/10.1080/17408989.2017.1341474Lopez, S. (2013). Making hope happen in the classroom. Kappa, 5(2), 19-22. https://doi.org/10.1177/003172171309500205Martinek, T. (1996). Fostering hope in youth: A model to explain learned helplessness in physical activity. Quest, 48, 409-421. https://doi.org/10.1080/00336297.1996.10484206Martinek, T. (1997). Myths and realities of motivating kids to learn. Strategies, 10(4), 32-35. https://doi.org/10.1080/08924562.1997.10591267Martinek, T. (2017). Enhancing youth development programs through logic model assessment. RICYDE. Revista Internacional de Ciencias del Deporte, 13(49), 302-316.https://doi.org/10.5232/ricyde2017.04908Martinek, T., & Griffith, J. B. (1993). Working with the learned helpless child. Journal of Physical Education, Recreation, and Dance, 64(6), 19-20. https://doi.org/10.1080/07303084.1993.10609995Martinek, T., & Griffith (1994). Learned helplessness in physical education: A developmental study of causal attributions and task persistence.  Journal of Teaching Physical Education, 13, 108-122. https://doi.org/10.1123/jtpe.13.2.108Martinek, T., & Ruiz, L.M. (2005). Promoting positive youth development through a values-based sport program. RICYDE. Revista Internacional de Ciencias del Deporte, 1(1), 1-13. https://doi.org/10.5232/ricyde2005.00101Marton, F. (2015). Necessary conditions of learning. NY: Routledge.Masten, A. S.; Best, K. M., & Garmezy, N. (1990). Resilience and development: Contributions from the study of children who overcome adversity. Development and Psychopathology, 2, 425-444. https://doi.org/10.1017/S0954579400005812McIntyre, F.; Chivers, P.; Larkin, D.; Rose, E., & Hands, B. (2015). Exercise can improve physical self-perceptions in adolescents with low motor competence. Human Movement Sciences, 42, 333-343. https://doi.org/10.1016/j.humov.2014.12.003Melendez, A., & Martinek, T. J. (2015).  Life after Project Effort: Applying values in aresponsibility-based physical activity program. RICYDE. Revista internacional de Ciencias del Deporte, 41(11), 258-280. https://doi.org/10.5232/ricyde2015.04105Metzler, M. (1989). A review of research on time in sport pedagogy. Journal of Teaching in Physical Education, 8, 87-103. https://doi.org/10.1123/jtpe.8.2.87Placek, J. (1983). Conceptions of success in teaching: Busy, happy, and good? In T. Templin and J. Olsen's (Eds.) Teaching in Physical Education (pp. 46-56), Champaign, IL: Human Kinetics.Rasco, C. H.; Cheatham, J.B.; Cheatham, S.H., & Phalen, E.M. (2913) Using after-school and summer learning to improve literacy skills. T. Peterson (Ed.). Expanding minds and opportunities (pp.42-48). Washington, DC: Collaborative Communications Group.Sanders, S., & Graham, G. (1995). Kindergarten children's initial experiences in physical education: The relentless persistence for play clashes with the zone of acceptable responses. Journal of Teaching in Physical Education, 14, 372-383. https://doi.org/10.1123/jtpe.14.4.372Schilling, T.; Martinek, T., & Carson, S. (2007). Youth leader’s perceptions of commitment to a responsibility-based physical activity program. Research Quarterly for Exercise and Sport, 78, 48-60. https://doi.org/10.1080/02701367.2007.10599403Schon, D. (1987). Enhancing the reflective practitioner. San Francisco, CA:  Jossey Bass.Seligman, M. (2002). Authentic Happiness: Using the new positive psychology to realize your potential for lasting fulfillment. New York: Free Press. Siedentop, D. (1991). Developing teaching skills in physical education. Mountain View, CA: Mayfield.Siedentop, D.; Tousignant, M., & Parker, M. (1982). Academic learning time-physical education coding manual. Columbus OH: School of Health, Physical Education and Recreation, Ohio State University.Simonton, S. (2018). Youth workers can navigate in turbulent times. Youth Today, (Winter Issue), 6-8.Stipek, D. (1988). Motivation to learn. Boston: Allyn and BaconVeal, M. L., & Campagnone, N. (1995). How sixth graders perceive skill and effort. Journal of Teaching in Physical Education, 14, 431-444. https://doi.org/10.1123/jtpe.14.4.431Walling, M. D., & Martinek, T. (1995). Learned helplessness: A case study of a middle school student. Journal of Teaching in Physical Education, 14, 454-466. https://doi.org/10.1123/jtpe.14.4.454Zhu, X., & Chen, A. (2013). Adolescent expectancy-value motivation, achievement in physical education and physical activity participation. Journal of Teaching in Physical Education, 32(3), 287-304. https://doi.org/10.1123/jtpe.32.3.287Understanding why kids continue to engage or not to engage in physical activity is important to all practitioners. Student engagement becomes central to how teachers plan and deliver various types of learning experiences in school gyms and Athletic Fields. Understanding the complexity of this issue has been addressed through various forms of research as well as trial and error attempts by those who work with kids on a daily basis. This article attempts to help clarify our understanding of the factors that impact the motivational levels of children and youth when they are exposed to various physical activity learning experiences. We first describe the historical roots of research that have looked at life in the gym. Next, we provide three aspects of examining factors that influence physical activity engagement in school programs. One aspect is how skill level and perceived competence influence engagement in students. Following is a discussion of the personal and psychological factors that impact engagement. Specifically, we examine the values that students have toward physical activity programs and their engagement motive. We also describe the how kids' sense of hope for doing well in physical activity mediate their levels of engagement in various achievement situations. We conclude with some important considerations for doing research on children's and youth's thoughts and perceptions during physical activity engagement.ResumenComprender por qué los niños continúan participando o no, en las actividades físicas es de gran interés para todos los profesionales. El compromiso de los escolares es un elemento central para los profesores a la hora de planificar y ofrecer diferentes tipos de experiencias de aprendizaje en los gimnasios escolares y en los campos deportivos. La complejidad de este tema se ha abordado tanto a través de diversas formas de investigación, como mediante ensayo y error, por parte de aquellos que trabajan diariamente en Educación Física. Este artículo intenta ayudar a aclarar nuestra comprensión de los factores que afectan los niveles de motivación de los escolares, cuando están expuestos a diversas experiencias de aprendizaje en educación física. En primer lugar, se describe el origen de la investigación que ha analizado la vida en el gimnasio. A continuación, se presentan tres de los aspectos que influyen en la participación en educación física. En primer lugar, se analiza cómo el nivel de competencia y coordinación, así como la competencia percibida, influyen en el compromiso de los escolares. A continuación, se analizan los factores personales y psicológicos que influyen en dicho compromiso. Específicamente, se examinan los valores que los estudiantes otorgan a los programas de Educación Física y su motivación a participar en ellos. También se describe cómo la esperanza por alcanzar el éxito media en los niveles de participación en diversas situaciones de rendimiento. Se concluye con algunas sugerencias importantes para investigar sobre los pensamientos y percepciones de los niños y jóvenes durante su participación comprometida en Educación Física.https://doi.org/10.5232/ricyde2019.05506References/referenciasAmes, C. (1984). Achievement attributions and self-determination under competitive and individualistic goal structures. Journal of Educational Psychology, 76, 478-487. https://doi.org/10.1037/0022-0663.76.3.478Ames, C. (1992). Classrooms: Goals, structures, and motivations. Journal of Educational Psychology, 34, 261-271. https://doi.org/10.1037/0022-0663.84.3.261Anderson, W. (1980). Analysis of teaching physical education. St. Louis: C.V. Mosby.Anderson, W., & Barrette, G. (1978). What's going on in gym. Descriptive studies of physical education classes. Monograph 1. Motor Skills: Theory into Practice, 25-38.Barnett, A.; Dawes, H., & Morgan, Wilmut, K. (2012). Constraints and facilitators in participation in physical activity in teenagers with developmental coordination disorder: An exploratory interview study. Child: Care, Health and Development, 39, 393-403. https://doi.org/10.1111/j.1365-2214.2012.01376.xBernstein, E.; Gibbone, A., & Lysniak, U. (2013). Competition and considerations: The use of active gaming in physical education class. In A. Cohan & A. Honigsfeld (Eds.). Breaking the mold in education (pp.101-106). NY: Rowman & Littlefield Education.Bernstein, E.; Phillips, S. R., & Silverman, S. (2011). Attitudes and perceptions of middle school students toward competitive activities in physical education class. Journal of Teaching in Physical Education, 30, 69-83. https://doi.org/10.1123/jtpe.30.1.69Brophy, J. (2010). Motivating students to learn. (3rd Ed). New York: Routledge.Brophy J., & Good, T. (1990). Educational psychology (2nd ed.) New York: Longman.Carlson, T. B. (1995). We hate gym: Student alienation from physical education. Journal of Teaching Physical Education, 14, 467-477. https://doi.org/10.1123/jtpe.14.4.467Castilli, D. M., & Valley, J. A. (2007). Chapter 3: The relationship of physical fitness and motor competence to physical activity. Journal of Teaching in Physical Education, 26(4), 358-374. https://doi.org/10.1123/jtpe.26.4.358Chang, H. N., & Jordan, P. W. (2013). Building a culture of Attendance: Schools and afterschool programs together can and should make a difference! In T.K. Peterson's (Ed.) Expanding minds and opportunities (pp. 56-61) Washington, DC: Collaborative.Chen, A. (2015). Operationalizing physical literacy for learners: Embodying the motivation to learn. Journal of Sport and Health Science, 4(2), 125-131. https://doi.org/10.1016/j.jshs.2015.03.005Chen, S.; Sun, H.; Zhu, X., & Chen, A. (2014). Relationship between motivation and learning and after-school physical activity. Research Quarterly for Exercise and Sport, 88(4), 468-477. https://doi.org/10.1080/02701367.2014.961054Cohen, A., & Honigsfield, A. (2013). Breaking the mold of education. New York: Rowman & Littlefield Education.Costello, J. A., & Laubach, S. (1978). Student behavior. In W. Anderson and G. Barrette's (Eds.) What's going on in gym? (pp. 11-24). Newton, CT: Motor Skill: Theory into PracticeDiener, C. I., & Dweck, C. (1978). An analysis of learned helplessness: Continuous changes in performance, strategy and achievement cognitions following failure. Journal of Personality and Social Psychology, 36, 451-462. https://doi.org/10.1037/0022-3514.36.5.451Dudley, D.; Okley, A.; Pearson, P., & Cotton, W. (2011). A systematic review of the effectiveness of physical education and sport interventions targeting physical activity, movement skills and enjoyment of physical activity. European Physical Education Review, 17(3), 353-378. https://doi.org/10.1177/1356336X11416734Dweck, C. (2006). Mindset: The new psychology of success. New York: BallantineFeguera, R., & An, R. (2017). Motor skill competence and physical activity in preschoolers: A review. Maternal and Child Health Journal, 2(1), 136-146. https://doi.org/10.1007/s10995-016-2102-1Finchum, F. D.; Hokoda, A., & Sanders, R. (1989). 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