Dr Emiliano Mazzoli

Effectiveness of Intervention Strategies to Increase Adolescents' Physical Activity and Reduce Sedentary Time in Secondary School Settings, Including Factors Related to Implementation: A Systematic Review and Meta-Analysis

A Contardo Ayala, K Parker, E Mazzoli, N Lander, N Ridgers, A Timperio, D Lubans, G Abbott, H Koorts, J Salmon

(2024), Vol. 10, pp. 1-20, Sports Medicine - Open, Berlin, Germany, C1

The validity of the Physical Literacy in Children Questionnaire in children aged 4 to 12

Y Diao, L Wang, S Chen, L Barnett, E Mazzoli, I Essiet, X Wang, L Wang, Y Zhao, X Li, J Li

(2024), Vol. 24, pp. 1-13, BMC Public Health, Berlin, Germany, C1

Physical literacy is associated with children's adherence to physical activity guidelines during COVID-19

E Mazzoli, J Xu, L Barnett

(2024), pp. 1-15, Physical Education and Sport Pedagogy, London, Eng., C1

Effects of Cognitively Engaging Physical Activity on Preschool Children's Cognitive Outcomes

Myrto Mavilidi, Caterina Pesce, Emiliano Mazzoli, Sue Bennett, Fred Paas, Anthony Okely, Steven Howard

(2023), Vol. 94, pp. 839-852, Research Quarterly for Exercise and Sport, London, Eng., C1

Equipping future teachers with innovative strategies that increase physical activity in the classroom: a hybrid implementation trial across three Australian universities

Natalie Lander, Emiliano Mazzoli, Inimfon Essiet, Amanda Telford, Kate Ridley, Naomi Symington, Jo Salmon

(2023), Vol. 8, pp. 1-14, Frontiers in Education, Lausanne, Switzerland, C1

First-nation Australian children's interpretation of a pictorial questionnaire designed to assess physical literacy

C De Silva, M Hawkins, E Mazzoli, I Essiet, L Barnett

(2023), pp. 1-15, Physical Education and Sport Pedagogy, London, Eng., C1

Development of a self-report scale to assess children's perceived physical literacy

L Barnett, E Mazzoli, M Hawkins, N Lander, D Lubans, S Caldwell, P Comis, R Keegan, J Cairney, D Dudley, R Stewart, G Long, N Schranz, T Brown, J Salmon

(2022), Vol. 27, pp. 91-116, Physical Education and Sport Pedagogy, C1

Reliability and validity of the PL-C Quest, a scale designed to assess children's self-reported physical literacy

Lisa Barnett, Emiliano Mazzoli, Steven Bowe, Natalie Lander, Jo Salmon

(2022), Vol. 60, pp. 1-12, Psychology of Sport and Exercise, Amsterdam, The Netherlands, C1

Giving Ideas Some Legs or Legs Some Ideas? Children's Motor Creativity Is Enhanced by Physical Activity Enrichment: Direct and Mediated Paths

N Tocci, P Scibinetti, E Mazzoli, M Mavilidi, I Masci, M Schmidt, C Pesce

(2022), Vol. 13, pp. 1-18, Frontiers in Psychology, Lausanne, Switzerland, C1

Do Physical Fitness and Executive Function Mediate the Relationship between Physical Activity and Academic Achievement? An Examination Using Structural Equation Modelling

A Muntaner-Mas, E Mazzoli, G Abbott, M Mavilidi, A Galmes-Panades

(2022), Vol. 9, Children, Switzerland, C1

Are gender-stereotyped attitudes and beliefs in fathers and daughters associated with girls' perceived motor competence?

I Dechrai, E Mazzoli, L Hanna, P Morgan, M Young, J Grounds, S Kennedy, E Pollock, L Barnett

(2022), pp. 1-14, Physical Education and Sport Pedagogy, London, Eng., C1

The Acute Effects of Cognitively Demanding Physical Activity on Inhibitory and Affective Responses in Children: An Online-Based Mixed Methods Approach

R Martins, E Mazzoli, M Duncan, C Clark, E Eyre

(2022), Vol. 9, Children, Switzerland, C1

Effects of classroom-based active breaks on cognition, sitting and on-task behaviour in children with intellectual disability: a pilot study

E Mazzoli, J Salmon, C Pesce, W Teo, N Rinehart, T May, L Barnett

(2021), Vol. 65, pp. 464-488, Journal of Intellectual Disability Research, London, Eng., C1

Breaking up classroom sitting time with cognitively engaging physical activity: Behavioural and brain responses

E Mazzoli, J Salmon, W Teo, C Pesce, J He, T Ben-Soussan, L Barnett

(2021), Vol. 16, PLoS ONE, United States, C1

Fostering holistic development with a designed multisport intervention in physical education: A class-randomized cross-over trial

G Condello, E Mazzoli, I Masci, A Fano, T Ben-Soussan, R Marchetti, C Pesce

(2021), Vol. 18, pp. 1-23, International Journal of Environmental Research and Public Health, Basel, Switzerland, C1

Empowering the future generation of teachers to promote optimal academic outcomes through physical activity: Transform-Ed!

S Cassar, N Lander, E Mazzoli, J Salmon, N Symington

(2021), Vol. 24, pp. S10-S10, Journal of Science and Medicine in Sport, C1

Are children with higher self-reported wellbeing and perceived motor competence more physically active? A longitudinal study

E Visser, E Mazzoli, T Hinkley, N Lander, T Utesch, L Barnett

(2020), Vol. 23, pp. 270-275, Journal of Science and Medicine in Sport, Amsterdam, The Netherlands, C1

Embedding active pedagogies within pre-service teacher education: Implementation considerations and recommendations

N Lander, E Mazzoli, S Cassar, N Symington, J Salmon

(2020), Vol. 7, Children, Switzerland, C1

Feasibility of breaking up sitting time in mainstream and special schools with a cognitively challenging motor task

E Mazzoli, H Koorts, J Salmon, C Pesce, T May, W Teo, L Barnett

(2019), Vol. 8, pp. 137-148, Journal of sport and health science, Amsterdam, The Netherlands, C1

Associations of class-time sitting, stepping and sit-to-stand transitions with cognitive functions and brain activity in children

E Mazzoli, W Teo, J Salmon, C Pesce, J He, T Ben-Soussan, L Barnett

(2019), Vol. 16, International Journal of Environmental Research and Public Health, Switzerland, C1

The feasibility and impact of embedding pedagogical strategies targeting physical activity within undergraduate teacher education: Transform-Ed!

N Lander, H Koorts, E Mazzoli, K Moncrieff, J Salmon

(2019), Vol. 5, Pilot and Feasibility Studies, England, C1