Seeking personal well-being and life satisfaction during a global pandemic can be daunting, such is the case for early care and education teachers who were considered non-health care essential workers during the COVID-19 pandemic. The potential changes in their physical activity, along with their overall physical and psychological well-being, may have ultimately influenced their life satisfaction. These changes included the potential for increased sedentary behaviors. Despite the high health risks associated with these factors during the pandemic, the role of physical activity in early care and education teachers’ well-being and life satisfaction remains largely unknown. The purpose of this study is to examine the associations of physical activity and sedentary behaviors with teacher well-being and life satisfaction during the COVID-19 pandemic. In doing so, we explored two competing models of the relationship between the teachers’ physical activity, well-being, and life satisfaction, one with physical activity as a mediator and the other with teachers’ well-being as a mediator. An online survey, that collected information on physical, psychological, and professional well-being, job demands, and life satisfaction, was completed by 1434 US ECE teachers in 46 states. To test our hypothesized models, we conducted confirmatory factor analyses, followed by structural equation modeling. Of the respondents, 77% were overweight or obese and only 39% met the recommended 150 min of moderate physical activity per week. They had a mean life satisfaction score that qualifies as slight satisfaction, they experience moderate stress, and, collectively, are approaching the threshold for depression yet still reflect moderate-to-high work commitment. The empirical test of our competing mediation models found the model where teacher well-being mediated the association between physical activity, sedentary behavior, and life satisfaction was the superior model. The relationships between physical activity, sedentary behavior, and overall well-being suggest that these modifiable risk factors can be addressed such that early care and education teachers can improve their overall physical and psychological well-being, along with their life satisfaction.

College is a time of transitioning as individuals move from the teenage years to adulthood. Accompanying this transition, there is a potential to establish lifelong behaviors such as a regular physical activity (PA) and exercise regimen, or a complete lack thereof, that can impact adulthood health. The current study included a convenience sample from eight student organizations (n = 8) at a midsized Midwest university. Participants (n = 235) completed a research survey packet that included: (a) demographic information including height and weight; (b) The International Physical Activity Questionnaire short form (IPAQ-s); and (c) questions pertaining to technology use as it relates to physical activity. Significant results were present between body composition and physical activity levels. Further, the use of technology had a significant impact on physical activity behaviors among college students. Results analyzed by the researchers concluded that the type of technological device (smartphone or app) does not matter, but using some type of technology application/device presumably makes individuals more mindful of their activity and more self-aware of the time in physical activity. These findings could be helpful to health promotion professionals when implementing a program to increase PA for college students.

Major biophysical, economic, and political changes in the Arctic regions during the past two decades has grown business opportunities in the Arctic countries, such as tourism. More specifically, with a focus on sustainability of resources, the industry of ecotourism has emerged and become the fastest growing area within tourism. Ecotourism is a travel experience that embraces environmental conservation and the sustainability of local resources and culture. Ecotourism and related businesses must practice ethical behavior to obtain both government and social permission to conduct and carry out their operations. Government and community acceptance, or gaining a social license to operate (SLO) is key. Being accepted as a part of the community is not a formal agreement or document, but ongoing negotiations, practices, and acts of corporate social responsibility (CSR). For example, in many Arctic regions where tourism occurs, the land and resources have other designated uses such as agriculture, forestry, or fisheries. Added infrastructure grows a smaller community, as revenue generating opportunities bring an influx of people and use the resources and infrastructure, as well as have an impact on the local culture and traditions. Sustaining the local and traditional resources and lands, especially in the Arctic where damage can be unrepairable, becomes a key factor in decisions regarding tourism developments. Thus, the need for responsible businesses with a sustainability focus. The need for practices of CSR and SLO in ecotourism is undeniable. Understanding that businesses hold responsibility and play a role in society, the environment, and the life of the locals is very important.

Background. Coordinated Approach to Child Health (CATCH) is a school health program implemented in southern Illinois that focuses on physical activity and nutrition and consists of a classroom curriculum, physical education framework, and cafeteria guidelines. Though many schools agreed to implement CATCH, some schools implemented it better than others. This study examined implementation practices of classroom and physical education teachers and cafeteria supervisors. Method. We surveyed 284 school employees at 36 elementary schools located in southern Illinois. Attention focused on organizational readiness, commitment to change, school leadership, implementation barriers, and innovation perceptions concerning degree of implementation of CATCH. Results. Organizational readiness and implementation barriers were significant predictors of degree of implementation for school employees. Additionally, organizational readiness was reported a significant predictor of classroom teacher degree of implementation whereas leadership was a significant predictor of degree of implementation by physical education teachers. Conclusion. Data from this study can be used to enhance implementation of CATCH as well as other school health programs. This study provides educators evidence of why school employees have different implementation practices, evidence of what constructs influence degree of implementation most, and some explanation of school employee degree of implementation.

Links between mindfulness and mental health outcomes have been established, but the explanatory mechanisms responsible for these associations are far less understood. This study examined relationships between mindfulness, need fulfillment and mental health outcomes (negative affect and depressive symptoms). The primary purpose of this paper was to, first, verify the link between mindfulness and mental health outcomes, and second, to better understand and explain why mindfulness is important for mental health outcomes. Specifically, this study sought to examine the potential mediating influence of need fulfillment in the relationship between mindfulness and mental health outcomes. A sample of 399 university students and employees responded to an online survey. Data were collected on personal ratings of trait mindfulness, need fulfillment, negative affect and depressive symptoms. Results indicated a significant positive relationship between mindfulness and need fulfillment, and these variables were negatively associated with poor mental health outcomes (negative affect and depressive symptoms). Further, it was found that need fulfillment partially mediated the relationship between mindfulness and both mental health outcomes. Specific facets of need fulfillment (i.e., belongingness, self-esteem, control, meaningful existence) were also explored individually as potential mediators to determine which facet accounted for the greatest variance in the relationship between mindfulness and mental health outcomes. In doing so, this study helps clarify the relations between mindfulness and mental health outcomes. Results from this study extend the current literature of mindfulness and further inform the implementation of clinical mindfulness techniques and strategies.