BACKGROUND: The holistic concept of physical literacy (PL) has gained growing attention in recent research, policy, and practice. Many important policy documents of the physical activity and educational fields (e.g., Global Action Plan on Physical Activity 2018-2030 by the World Health Organization, UNESCO\'s Quality Physical Education guidelines for policymakers) have specified PL. However, a clear framework for action is needed, as most initiatives across the world are fragmented, lack a prospective orientation, can benefit from conceptual clarification, and are not linked to effective translation into practice. Therefore, we aim to consensually develop a Global Physical Literacy (GloPL) Action Framework to define goals and principles (asking what is needed) as well as actions and ways (asking how these can be achieved) to move PL forward.
METHODS: We apply a three-stage group Delphi technique involving three representation groups: (a) geographical representatives to achieve global coverage of perspectives; (b) representatives of special thematic interest reflecting prominent gaps of current PL activities; and (c) representatives of societies from the broad field of physical activity and health to facilitate dissemination. The process will begin with an individual pre-Delphi exercise, in which experts generate initial ideas for the framework, followed by a four-eye document analysis to derive themes for the discussion. Subsequently, the experts will meet face-to-face in three online rounds to discuss and prioritize the themes. Interspersed formal voting with pre-defined agreement thresholds (via descriptive statistics) will inform the inclusion of themes within the final framework.
CONCLUSIONS: A global consensus on goals, principles, actions, and ways for the development of PL has the potential to provide a largely accepted roadmap for future activities in research, policy, and practice. The co-production approach will help disseminate the GloPL Action Framework and benefit work in relevant application fields of physical activity and health worldwide.

To investigate the relationship between participation in physical education lessons (PELs), i.e., minutes or frequency per week, and meeting the 24-hour movement guidelines (i.e., physical activity, screen time, and sleep duration) during adolescence (12-17 years old) and adulthood (33-39 years old).
We analyzed data from individuals who participated in Waves I (1994-1995) and V (2016-2018) of the National Longitudinal Study of Adolescent Health. We determined total weekly minutes of PELs and PELs participation by asking how many days adolescents attended PELs in an average week at school, with three possible responses as follows: 0, 1-4, or 5 days/week. Movement behaviors were assessed through self-completed questionnaires in both waves.
Daily PELs participation during adolescence was related to higher odds of meeting five of more weekly sessions of moderate-to-vigorous physical activity and all three guidelines in both sexes compared with adolescents who reported no days of PELs per week (men: incidence rate ratio [IRR] = 1.70, 95% CI 1.02-3.12; women: IRR = 3.81, 95% CI 1.65-8.77). Additionally, each additional weekly hour of PELs increased the likelihood of meeting all three recommendations (men: IRR = 1.11, 95% CI 1.05-1.35; women: IRR = 1.67, 95% CI 1.27-2.24). During adulthood, daily PELs was also related to a higher likelihood of meeting all three recommendations in both sexes (men: IRR = 1.04, 95% CI 1.01-1.07; women: IRR = 1.07, 95% CI 1.00-1.11). Each additional weekly hour of PELs increased the odds of meeting all three recommendations (men: IRR = 1.02, 95% CI 1.01-1.05; women: IRR = 1.03, 95% CI 1.01-1.06).
Daily PELs attendance was linked to healthy movement behaviors during adolescence, and these benefits could extend into adulthood.

This article describes the process and methods used in the development of the first ever Physical Activity Guidelines for the Brazilian Population.
The steering committee established 8 working groups based on other guidelines and the Brazilian agenda for public health and physical activity (PA) promotion: (1) understanding PA; (2) children up to 5 years; (3) children and youth (6-17 y); (4) adults; (5) older adults (60 years and above); (6) physical education at school; (7) pregnant and postpartum women; and (8) people with disabilities. Working groups were formed to (1) synthesize the literature on each topic; (2) conduct workshops with stakeholders, health professionals, researchers, and the public; and (3) prepare a draft chapter for open online consultation.
The document provides guidance for the population on the benefits of being active and recommendations regarding the amount (frequency, intensity, and duration) of PA recommended across all chapters. It also includes information on supporting networks for PA.
The PA guidelines are widely accessible in Portuguese, including versions in English, Spanish, audiobook, and Braille, and will assist policy makers and professionals from several sectors to promote PA. The ultimate goal is to increase population levels of PA in Brazil.

During the past decade, guidelines for youth aerobic and muscle-strengthening physical activity remained unchanged. Active People, Healthy NationSM highlighted school and youth strategies (eg, sports and physical education [PE]) to increase physical activity. Sex, grade, and race/ethnicity disparities exist. This study examines sex-specific trends and differences by grade and race/ethnicity for the prevalence of 5 youth physical activity behaviors from 2009 to 2019.
The national Youth Risk Behavior Survey assesses adolescents (grades 9-12) meeting the aerobic, muscle-strengthening, and both guidelines (2011-2019) and sports participation and daily PE (2009-2019). Sex-stratified logistic regression assessed trends and 2009 or 2011-2019 differences by grade and racial/ethnic subgroups.
Decreases in meeting the aerobic, muscle-strengthening, and both guidelines were observed for nearly all male subgroups by grade and race/ethnicity, whereas female subgroups exhibited declines or no change to low prevalence. Sports and PE participation remained mostly constant; select subgroups showed decreases (ie, Hispanic males [sports]; Black males and ninth-grade females [PE]).
Past decade prevalence and patterns suggest that school-based and other strategies for all adolescents and tailored interventions for sex-specific subgroups may be needed to supplement sports and PE in promoting high school youth physical activity.

The purpose of this study is to determine the association between school-based fitness testing awards and meeting physical activity guidelines among children with disabilities.
Cross-sectional secondary data analysis using NHANES 2013-2016.
Data from NHANES 2013-2016 were used.
3915 children without disabilities and 647 children with disabilities between ages of 5 to 15 years.
Self-reported from children or proxy response from guardians in above parameters.
Chi-square test and multivariable logistic regression.
There is no significant different between children with and without disabilities in receiving school-based fitness testing awards (×2 = 4.14, p = .05). According to both crude and adjusted model, children with disabilities are more likely to received school-based fitness testing awards than children without disabilities (OR = 1.44, 95% C.I. [.98, 2.12]; OR = 1.27, 95% C.I. [.85, 1.89]). Also, for children with disabilities, children who did not received school-based fitness testing awards are more likely to meet PA guidelines than children who received school-based fitness testing awards according to both crude and adjusted models (OR = 1.71, 95% C.I. [.66, 4.47]; OR = 1.37, 95% C.I. [.59, 3.16]).
Receiving school-based fitness testing could potentially increase self-efficacy in engaging in physical activity among children with disabilities. However, there is a need to determine if the current approach of utilizing awards are sufficient enough to promote physical activity among children with disabilities.

OBJECTIVE: Global health guidelines suggest that youth should accumulate at least 60min of daily, moderate-to-vigorous-intensity physical activity (MVPA). The relationship between meeting physical activity (PA) guidelines and motor competence (MC) in youth is relatively unknown. This study assessed levels of MVPA and MC among socially vulnerable youth and determined if meeting the PA guidelines was associated with MC.
METHODS: Cross-sectional.
METHODS: A total of 1017 youths aged 3-14 years from three schools participated in the study. Participants wore accelerometers for seven consecutive days to assess PA. Motor competence was assessed using the Test of Gross Motor Development, 2nd Edition and the Körperkoordinationstest für Kinder. MVPA and MC were compared by sex and school levels (preschool, elementary school and middle school). Binary logistic regression models examined the predictive power of meeting PA guidelines and age on MC.
RESULTS: The prevalence of meeting PA guidelines declined across school levels among both girls (72% in preschool to 21% in middle school, p<0.001) and boys (84% in preschool to 57% in middle school, p<0.001). MC levels were low and also declined across age in both sexes (p<0.001). During preschool, age (older) was a consistent predictor of low MC, independently of meeting PA guidelines.
CONCLUSIONS: Except for adolescent boys, meeting PA guidelines was not associated with higher MC. Public health policies should focus on the quantity and quality of MVPA within schools and on alleviating the decline in PA and MC across childhood and adolescence, with special attention to girls and disadvantaged families.

Shurley, JP. Investigating \"A Consensus of Uninformed Dogma\": C.H. McCloy and Strength Training Research at the University of Iowa in the Mid-Twentieth Century. J Strength Cond Res 33(12): 3201-3212, 2019-Into the 1960s, many coaches advised their athletes to avoid weight training, fearing that lifting weights would result in their becoming stiff, slow, and \"muscle-bound.\" By the early 1970s, however, some teams had begun hiring specialists to devise and supervise strength and conditioning programs for their athletes. This paradigm shift in the understanding of the relationship between strength training and athletic performance was precipitated by numerous factors, including the exposure of many soldiers to barbells during World War II, Cold War-era concerns about soft living, athletes who trained despite their coaches\' advice, and scientists who investigated the effects of strength training. C.H. McCloy, a Research Professor of Anthropometry and Physical Education at the University of Iowa from 1930 to 1954, was one of the first in the field of physical education to encourage and promote research on strength training. Although an advocate of various forms of training throughout his career, McCloy began to encourage investigations of the relationship between strength and performance by Iowa graduate students in the late 1940s. When those studies indicated that barbell training actually enhanced jump height, swimming speed, and more, McCloy publicized those results in the classroom, at conference talks, and in both professional and popular press magazines. Some of those investigations became part of the foundation on which later strength research was based. Owing to his backing and promotion of scientific investigations of strength training, C.H. McCloy was a key figure in making strength training an integral element of sport preparation.

BACKGROUND: In an attempt to improve children\'s physical activity levels governments have introduced policies specifying the minimum time schools are to schedule physical activity each week. Despite this, the majority of schools in many jurisdictions fail to implement these policies. This study will assess the effectiveness of a multi-component implementation strategy on increasing the minutes of planned physical activity scheduled by primary school teachers each week.
METHODS: A cluster randomised controlled trial will be conducted in 62 primary schools in the Hunter New England region of New South Wales, Australia. Schools will be randomly allocated to receive either a multi-component implementation strategy that includes; obtaining executive support, training in-school champions, provision of tools and resources, implementation prompts, reminders and feedback; or usual practice. The study will employ an effectiveness-implementation hybrid design, assessing both policy implementation and individual (student) behavioural outcomes. The primary trial outcome of mean minutes of physical activity scheduled by classroom teachers across the school week will be measured via teacher log-book at baseline and approximately 12 and 18 months post baseline. A nested evaluation of the impact of policy implementation on child physical activity will be undertaken of students in Grades 2 and 3. Analyses will be performed using an intention to treat framework. Linear mixed effects regression models will be used to assess intervention effects on the primary outcome at both follow-up periods.
CONCLUSIONS: This study will be the one of the first well powered randomised trials internationally to examine the impact of an implementation strategy for a physical activity policy in primary schools and will address a fundamental research translation gap. Given the dearth of research, the findings will be important in informing future implementation efforts in this setting.
BACKGROUND: ANZCTR ACTRN12617001265369 version 1 registered 1st September 2017.

UNASSIGNED: Adhering to existing guidelines on cardiopulmonary resuscitation (CPR) can increase the survival rate of the patients. The present study has been designed with the aim of determining the quality of CPR performed in the emergency department based on the latest protocol by the American heart association (AHA).
UNASSIGNED: In this prospective cross-sectional study CPR process was audited in patients above 18 years old in need of CPR presenting to the emergency departments of 3 teaching hospitals based on the AHA 2015 guidelines. Less than 60% agreement was considered as fail, 60-70% as poor, 70-80% as moderate, 80-90% as good, and 90-100% as excellent.
UNASSIGNED: 80 cases of CPR were audited (55% male). Location of arrest was the hospital in 58 (72.5%) cases and 48 (60.0%) of the cases happened during the day. 28 (35.0%) cases had orotracheal intubation before the initiation of CPR. 30 (37.5%) patients had a shockable rhythm at the initiation of CPR. Based on the findings, out of the 31 studied items, 9 (29.03%) had excellent agreement, 10 (32.25%) had good, 4 (12.90%) had moderate, 2 (6.45%) had poor, and 6 (19.35%) had fail agreement rate.
UNASSIGNED: Based on the findings of the present study, the quality of applying the principles of basic and advanced CPR in the emergency department of the studied hospital had intermediate, poor and fail agreement with the recommendations of the AHA 2015 in at least one third of the cases.

Although there are over 26,000 private schools in the United States, little is known about the relationship of their characteristics to mandated and recommended time allocations for physical education (PE).
Private secondary schools (N = 450; grades 6-12) in California completed a 15-item questionnaire related to school characteristics and PE policies and practices. Using correlational analysis and predictive modeling, we assessed the associations and influences of various factors relative to the schools meeting state (California) and national professional time targets for PE.
Whereas most schools fell short of meeting PE weekly time recommendations, 5 of 10 tested variables were significantly associated with schools meeting PE minutes/week targets: school enrollment, school level, having a fitness testing policy, PE class size, and not permitting exemptions for PE. Large schools and those serving high school students provided more PE and were more likely to meet PE time allocation standards. Having policies for PE minutes/week and no exemptions for PE were significantly associated with a school having all its PE classes taught by a specialist.
Private secondary schools should consider the adoption of professional guidelines related to PE time allocations, class size, conducting physical fitness testing, employing PE specialists, and not permitting exemptions for PE.