Objectives To assess physical activity (PA), mental health and well-being of adults in the UK, Ireland, New Zealand and Australia during the initial stages of National governments’ Coronavirus disease (COVID-19) containment responses. Design Observational, cross-sectional. Methods An online survey was disseminated to adults (n = 8,425; 44.5 ± 14.8y) residing in the UK, Ireland, New Zealand and Australia within the first 2-6 weeks of government-mandated COVID-19 restrictions. Main outcome measures included: Stages of Change scale for exercise behaviour change; International Physical Activity Questionnaire (short-form); World Health Organisation-5 Well-being Index; and the Depression Anxiety and Stress Scale-9. Results Participants who reported a negative change in exercise behaviour between pre-initial COVID-19 restrictions and during initial COVID-19 restrictions demonstrated poorer mental health and well-being compared to those demonstrating either a positive-or no change in their exercise behaviour ( p < 0.001). Whilst women reported more positive changes in exercise behaviour, young people (18-29y) reported more negative changes (both p < 0.001). Individuals who had more positive exercise behaviours reported better mental health and well-being ( p < 0.001). Although there were no differences in PA between countries, individuals in New Zealand reported better mental health and well-being ( p < 0.001). Conclusion The initial COVID-19 restrictions have differentially impacted upon PA habits of individuals based upon their age and sex, and therefore have important implications for international policy and guideline recommendations. Public health interventions that encourage PA should target specific groups (e.g., men, young adults) who are most vulnerable to the negative effects of physical distancing and/or self-isolation.

Background:The promotion of physical activity among young children has become a universal challenge. Children spend large amounts of time in school, making it an attractive setting in which to promote positive health behaviors. The purpose of this study was to investigate school-based physical activity behavior and its determinants in young Irish children.Methods:Participants self-reported school-based free-play activity, commuting to school behavior, and levels of enjoyment of physical education and physical activity.Results:Data were collected from 605 children, mean age was 8.8 years (±2.2; range 5−14 years), 44% were female. Thirty-nine percent of children actively commuted to school, with 40% of males compared with 34.8% of females walking to school. Boys reported more physically active free-play activity (88.6% at break and 90.9% at lunch time) compared with girls (70.8% and 83.7% respectively). Physical education was a top 3 favorite subject for 78% of children and 50.7% reported they would prefer to take part in more active pastimes directly after school.Conclusions:Strategies for increasing active commuting are required. Boys and girls are more alike than unlike in their behaviors and attitudes. Teachers should capitalize on the fact that children’s favorite subject is physical education to promote physical activity.

Objectives: To assess how the early stages of National governments Coronavirus disease (COVID-19) containment strategies impacted upon the physical activity, mental health and well-being of adults in the UK, Ireland, New Zealand and Australia Design: Observational, cross-sectional Setting: Online survey disseminated in the UK, Ireland, New Zealand and Australia within the first 2-6 weeks of government mandated COVID-19 restrictions Participants: Adults (n = 8,425; 44.5 [14.8] y), ≥ 18 y who were residing in the surveyed countries Main outcome measures: Stages of Change scale for exercise behaviour change, International Physical Activity Questionnaire (short-form), World Health Organisation-5 Well-being Index and the Depression Anxiety and Stress Scale-9 Results: Participants who reported a negative change in exercise behaviour between pre- and during the early COVID-19 restrictions demonstrated poorer mental health and well-being compared to those who had either a positive change- or no change in their exercise behaviour (p<0.001). Whilst women reported more positive changes in exercise behaviour, young people (18-29y) reported more negative changes (both p<0.001). Individuals who engaged in more physical activity reported better mental health and well-being (p<0.001). Although there were no differences in physical activity between countries, individuals in New Zealand reported better mental health and well-being (p<0.001). Conclusion: The COVID-19 restrictions have differentially impacted upon the physical activity habits of individuals based upon their age and sex, and therefore have important implications for international policy and guideline recommendations. Public health interventions that encourage physical activity should target specific groups (e.g., men, young adults) who are most vulnerable to the negative effects of physical distancing and/or self-isolation.

Background: The world experienced challenges due to the COVID-19 pandemic which resulted in school closures across the globe in early 2020. Schools pivoted to remote delivery of learning using a variety of online and offline resources. PE is vital in providing motor development opportunities for children and it is essential to ensure that the provision of quality PE experiences is continued, even in the context of a pandemic. It was in this context that the PE at Home lessons were developed.Purpose: This study examined teachers' and parents' experiences of using the PE at Home resource and contributes to documenting the PE homelearning experience and can inform how the education system might respond and incorporate remote teaching into the future. Methods: A mixed-methods study utilising online surveys with 29 teachers and 173 parents/guardians and online interviews with five teachers, five parents and seven resource developers was undertaken. Quantitative data were descriptively analysed while qualitative data were analysed using a thematic approach (Braun, V., and V. Clarke. 2006. "Using Thematic Analysis in Psychology." Qualitative Research in Psychology 3 (2): 77-101). Findings: The PE at Home lessons had excellent viewership with over 27,000 Facebook and 937 website views. Three themes (i) ensuring the 'E' remained in PE; (ii) home-schooling and physical education; (ii) and context and relatability were developed from the data. While some parents demonstrated that their knowledge of PE was that it consisted of physical activity, other parents along with teachers and developers reflected on the educative component of the lessons. The PE at Home lessons provided teachers with a resource to share with parents to support parents home-school during Covid-19 school closures. An Irish resource featuring Irish children and aligned with the Irish curriculum was seen as a strength by both parents and teachers. Conclusion:The PE at Home lessons address the teaching and learning of PE in multiple contexts, particularly in an online environment, and they can be used in multiple ways to promote learning.

Evaluation (Pawson and Tilley 1997, Pawson, 2006) of professional socialisation (Lawson, 1983, 1986) can provide insight on the impact of Physical Education Teacher Education (PETE). A large-scale (n=326) single question 'What is PE? qualitative methodology was used to access pre-service primary teachers' understandings of the nature and purpose of physical education. Data analysis involved word frequency queries and coding using a qualitative coding framework based on the dominant discourses of physical education (Green, 1998, 2008). Trustworthiness of the analysis was addressed using memos, coding checks and peer de-briefing. While responses at the beginning of the programme were dominated by sport and health discourses, an educational discourse grounded in the key messages of the primary physical education curriculum with emphasis on equality of opportunity emerged at the end of the programme. The complexity of addressing understandings in teacher education contexts is highlighted.