Article describes how open-ended verbal creativity assessments are commonly administered in psychological research and in educational practice to elementary-aged children. Authors modeled the predictors of inter-rater disagreement in a large (i.e., 387 elementary school students and 10,449 individual item responses) dataset of children's creativity assessment responses.

Article asserts that acute aerobic exercise exerts a small beneficial effect on cognition. Previous research primarily examines cognitive changes following a bout of exercise, while little is currently known about changes in cognitive performance during exercise. Authors state that the primary purpose of this study was to examine the effects of low-intensity cycling on cognitive function indexed by behavioral (response accuracy; reaction time) and neurocognitive (P3 mean amplitude; P3 centroid latency) responses.

Article asserts that, although there are many benefits to regular engagement in physical activity, adults with intellectual and developmental disabilities often do not engage in or near the recommended amount of physical activity. The present study used qualitative methods to explore the experiences of adults with intellectual and developmental disabilities enrolled in a fitness program.

Article describes how only one in three adults in the United States meets the weekly recommendation for physical activity. The purpose of this study was to examine the association between adult moderate and vigorous sport, fitness, and recreational physical activities and the number and age (0–5 and 6–17) of children in their household.

Article describes how school counselors can utilize the Advocating Student-within-Environment (ASE) theoretical lens as a liberation approach to strengthening students' capacity to overcome persistent adversity while addressing root causes of systemic oppression through policy change and advocacy at the school, community, and national levels. This study provides school counselors with an overview of ASE as a theoretical foundation for addressing social determinants of mental health in schools.