Research has shown that a whole-school approach (WSA) is needed to increase student physical activity. There is a lack of empirical data on teachers’ opinions and needs regarding the implementation of a WSA approach to encourage physical activity. Our study aims to address this gap by identifying teachers’ and academics’ beliefs about the usefulness, content, and delivery mode of a WSA in fostering physical activity. To address the research aim, an exploratory mixed methods design was employed. Initially, a qualitative study with academics and stakeholders was conducted, followed by a quantitative investigation with teachers and school employees. In the first study, seven participants working in education took part in one-to-one interviews concerning their views on the usefulness, content, and delivery of whole-school education. The participants stressed the importance of the WSA and urged that educational authorities should consider the needs of children and the school community, promote teacher collaboration, pursue longevity, and engage with stakeholders and institutions throughout the process. In the second study, 160 school teachers and staff answered a survey about the content and delivery mode of an educational material for the promotion of WSA to fostering physical activity. The analyses indicated that participants preferred a three to six hours course, a hybrid mode of delivery, inclusion of best practices, and knowledge on how to implement a WSA. The study’s findings reveal several implications and recommendations for educators creating comprehensive school-based physical activity programs.

The use of chemically assisted performance enhancement (CAPE) substances has become a prominent trend in today’s competitive societies. Although evidence suggests that CAPE behaviors across different life domains share common characteristics, no consistent theoretical framework exists for understanding the decision to engage in such behaviors. The aim of the present study was to examine a unified conceptualization of CAPE behaviors in four life domains. A total of 254 participants (64 competitive athletes, 40 recreational exercisers, 67 students, and 83 professionals) completed a survey assessing distal and proximal associations of CAPE behaviors (adapted for each domain). Path analysis used to evaluate the proposed model demonstrated an adequate fit. Results indicated that proximal associations of intentions (i.e., attitudes, norms, and situational temptation) were predicted by distal variables (i.e., social norms and cultural values). Intentions to engage in CAPE behaviors were predicted by attitudes and situational temptation. Goal commitment predicted only the mean of working, studying, or training. Finally, the mean of supplement use was predicted by norms. These findings provide preliminary evidence for a conceptual framework to understand CAPE behaviors across life domains, which may serve as a basis for designing intervention programs aimed at helping individuals make informed decisions about CAPE.

Individuals with intellectual disabilities (IDs) consistently demonstrate lower levels of objectively measured physical activity (PA) compared to the general population, yet limited evidence exists regarding how activity accumulated during physical education (PE) contributes to overall daily movement within structured school contexts. Within the school setting, PE represents one of the primary structured opportunities for engaging students with IDs in PA. Although objective physical activity monitoring approaches are recommended for school-based PA assessment, limited evidence exists on the contribution of PE to total school-day activity in students with intellectual disabilities, a gap addressed in the present study. In this context, the present study objectively recorded PA levels of students with IDs both during PE lessons and across five school days, in order to examine the contribution of PE to overall PA. Potential differences in PA according to gender and severity of the ID were also examined. Twenty students aged 15–25 years with mild and moderate IDs participated in the study. PA was assessed using the YAMAX Power Walker EX-510 pedometer, which automatically recorded step counts. The results indicated that only six participants reached step-count reference values. Students with mild IDs accumulated significantly more steps than those with moderate IDs, while male students were more physically active than female students, both during PE lessons and across the school day. PE lessons contributed approximately 4% to the total PA accumulated across the five monitored school days. These findings highlight the limited contribution of PE to overall PA and underscore the importance of promoting greater movement opportunities within adapted PE lessons.