Chapter 9 Students’ Daily Physical Activity Behaviors: The Role of Quality Physical Education in a Comprehensive School Physical Activity Program

2014 ◽  
Vol 33 (4) ◽  
pp. 592-610 ◽  
Author(s):  
Wiyun Chen ◽  
Andrew J. Hypnar ◽  
Steve A. Mason ◽  
Sandy Zalmout ◽  
Austin Hammond-Benett
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Critical Role ◽  
Comprehensive School ◽  
Physical Activity Program ◽  
Physical Education Teachers ◽  
Physically Active ◽  
Fifth Grade Students ◽  
Elementary Physical Education ◽  
Activity Program

The purpose of this study was to examine the contribution of quality physical education (QPET) in a Comprehensive School Physical Activity Program (CSPAP) which is intended to promote physical activity (PA) behaviors in and outside of schools. Participants were nine elementary physical education teachers and their fourth- and fifth-grade students (n = 1111) in year one, n = 1012 in year 2). The student’s daily PA minutes were assessed using a 7-day PA log. The PE teachers’ levels of QPET were assessed by coding 63 videotaped lessons (Mlessons/teacher = 7.03, SD = .74) using the Assessing Quality Teaching rubrics (AQTR), which consisted of four essential dimensions including Task Design, Task Presentation, Class Management, and Instructional Response. Codes were confirmed through interrater reliability (82.4%, 84.5%, 94%). Data were analyzed through descriptive statistics, bivariate correlations, multiple R-squared regression models, and independent sample t tests. The results indicated that the overall QPET practices (R = .126, R2 = .02, F = 32.387, Sig.= .000, P < .01) and all four essential dimensions (R = .127, R2 = .02, F = 8.560, Sig.= .000, P < .01) were significant contributors to students’ student daily PA behaviors. These predictors were significantly higher in girls (R = .157, R2 = .03, F = 6.15, Sig.= .000, P < .01) than boys (R = .113, R2 = .01, F = 3.57, Sig.= .007, P < .01). The Instructional Response was a significant predictor of PA among girls (β = .12, t = 2,068, Sig. = .039, P < .05 level), but not boys. Further, students’ who experienced high QPET were significantly more physically active than those students who did not have this experience (t = 4.334, df = 2089, Sig. = .000, P < .01). It was concluded that the QPET practices played a critical role in promoting students’ daily PA engagement in and outside of schools.

A Systematic Review of Multi-Component Comprehensive School Physical Activity Program (CSPAP) Interventions

2021 ◽  
pp. 089011712110132
Author(s):  
Ann Pulling Kuhn ◽  
Peter Stoepker ◽  
Brian Dauenhauer ◽  
Russell L. Carson
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Health Outcomes ◽  
Academic Outcomes ◽  
English Language ◽  
Comprehensive School ◽  
Physical Activity Program ◽  
School Level ◽  
Future Research ◽  
Activity Program

Objective: To identify, review, and describe multicomponent physical activity (PA) interventions in terms of: (a) number and combination of Comprehensive School Physical Activity Program (CSPAP) components, (b) study characteristics, and (c) primary outcomes. Data Source: Five electronic databases (i.e., PubMed, PsychInfo, Physical Education Index, Sport Discus, and ERIC). Study Inclusion and Exclusion Criteria: Included articles were peer-reviewed, written in English language, published since 1987, and included multicomponent school-based interventions. Data Extraction: Data items extracted were: school level, setting, CSPAP component description, health outcomes, academic outcomes, main conclusion, and reference. Data Synthesis: Included articles were synthesized by: (1) CSPAP components utilized, and (2) research outcome measured (i.e., health or academic). Results: Across 32 studies, 11 included physical education plus 1 additional CSPAP component (PE + 1); 10 included PE + 2 additional CSPAP components; 8 included PE + 3 additional CSPAP components; and 1 included all 5 CSPAP components. Two other studies included 2 or 3 CSPAP components without PE. Most interventions targeted health outcomes (94%) rather than academic outcomes (6%). Conclusions: Multicomponent approaches aligned with CSPAPs are effective in promoting PA and other positive outcomes for youth in schools. Future research should seek to understand effects of CSPAP components on a variety of outcomes and settings.

Case study of a health optimizing physical education-based comprehensive school physical activity program

2019 ◽  
Vol 72 ◽  
pp. 106-117 ◽  
Author(s):  
Cate A. Egan ◽  
Collin A. Webster ◽  
Gregory L. Stewart ◽  
R. Glenn Weaver ◽  
Laura B. Russ ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Comprehensive School ◽  
Physical Activity Program ◽  
Activity Program

Chapter 6 Case Study of an Institutionalized Urban Comprehensive School Physical Activity Program

2014 ◽  
Vol 33 (4) ◽  
pp. 528-557 ◽  
Author(s):  
Sarah A. Doolittle ◽  
Paul B. Rukavina
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Single Case ◽  
Well Being ◽  
Comprehensive School ◽  
Physical Activity Program ◽  
Multiple Observations ◽  
Activity Program ◽  
Member Checks

This single case study (Yin, 2009) compares an established urban physical education/sport/physical activity program with two models: Comprehensive School Physical Activity Program/CSPAP (AAHPERD, 2013; CDC, 2013); and Lawson’s propositions (2005) for sport, exercise and physical education for empowerment and community development to determine their applicability in urban schools. Data include semistructured interviews, multiple observations, and artifacts collected over two academic years. Triangulation, peer debriefing, and interpretative and member checks were used for trustworthiness. Findings indicate that most aspects of both theories were evident in the program, though goals exceeded those of CSPAP as stated, and Lawson’s concept of “community” was limited. Major themes related to establishing this CSPAP are described, including practical strategies for budget, scheduling and staffing, and qualities of leadership. Stakeholders reported that they valued the program not for student wellness, but for personal, social and academic well being, as well as for contributions to the school culture.

scholarly journals Physical Education in the COVID Era: Considerations for Online Program Delivery Using the Comprehensive School Physical Activity Program Framework

2021 ◽  
pp. 1-10
Author(s):  
Collin A. Webster ◽  
Emily D’Agostino ◽  
Mark Urtel ◽  
Jaimie McMullen ◽  
Brian Culp ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Teacher Educators ◽  
Comprehensive School ◽  
Physical Activity Program ◽  
Physical Education Teacher ◽  
Online Program ◽  
Education Programs ◽  
Activity Program ◽  
The Family

In the wake of COVID-19, online physical education (OLPE) has become essential to the sustainability of school physical education programs. The purpose of this article is to consider factors that may be influential in efforts to deliver OLPE to students. The comprehensive school physical activity program model is used to frame a multicomponent conceptualization of OLPE and its goals and outcomes. Central to this framing is the intersectionality of school physical education, the family, and the community. This article provides a platform for physical education teacher educators and researchers to advance OLPE in its support of both the educational and public health benefits of high-quality physical education programs.

Stakeholders’ Perceptions of Implementation of a Comprehensive School Physical Activity Program: A Review

2020 ◽  
Vol 9 (2) ◽  
pp. 159-169
Author(s):  
Shannon C. Mulhearn ◽  
Pamela Hodges Kulinna ◽  
Collin Webster
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
School Setting ◽  
Comprehensive School ◽  
Physical Activity Program ◽  
Physical Education Teacher Education ◽  
Whole School ◽  
Activity Program ◽  
School Day ◽  
K 12

The Comprehensive School Physical Activity Program (CSPAP) is a whole-school model for increasing opportunities throughout the school day for access to physical activity (PA). Opportunities for PA during the school day are an important part of the field of kinesiology and critical to individuals’ developing patterns of lifetime PA. Guided by Guskey’s theory of teacher change, this scoping literature review summarizes findings from 29 studies that collected data concerning the perceptions of stakeholders in a CSPAP. Teachers’ lifelong learning process is the focus, including K-12 classroom and physical education teachers and students, as well as current preservice classroom and physical education teacher education students and education faculty at teacher-preparation institutions. Positive perceptions of CSPAP programs were reported by all stakeholder groups. Although studies often include barriers to implementation, the stakeholders generally shared strategies to overcoming these and focused on benefits to the school setting that the researchers explained in their discussions.

Association Between Comprehensive School Physical Activity Program Implementation and Principal Support

2019 ◽  
pp. 152483991986276 ◽  
Author(s):  
Joey A. Lee ◽  
Gregory J. Welk
Keyword(s):  
Physical Activity ◽  
Regression Analysis ◽  
Physical Education ◽  
Program Implementation ◽  
Comprehensive School ◽  
Physical Activity Program ◽  
Principal Support ◽  
Activity Program ◽  
Participatory Network ◽  
The Impact

The use of Comprehensive School Physical Activity Program (CSPAP) has been recommended to help students achieve 60-minutes of physical activity each day. Implementing a CSPAP requires planning, coordination, and ongoing oversight, but an understudied factor is how principal support influences CSPAP implementation. The purpose of this study was to evaluate the impact of principal support on CSPAP implementation. Method. Schools in the Iowa FitnessGram Initiative ( n = 84), a participatory network of schools committed to supporting physical education and wellness efforts, were invited to participate in the study. Physical education teachers from 42 schools completed a survey assessing CSPAP implementation and principal support for school wellness. Descriptive statistics and correlation analyses were used to report associations between the variables. A regression analysis was conducted to evaluate the impact of principal support on CSPAP implementation. Results. Almost half of the schools were reported to be fully implementing just one CSPAP component and no school was reported to be fully implementing all five. The CSPAP component with the highest reported level of implementation was quality physical education, while the lowest level of implementation was reported for family and community engagement and staff involvement. The regression analysis identified that principal support was a significant predictor of CSPAP implementation, b = 0.55, t(37) = 3.10, p < .004. Conclusions. Principal support is associated with implementation of CSPAP initiatives. Strategies that focus on how to attain principal support for CSPAP initiatives are needed and could have a significant impact on student physical activity and health.

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