The Role of Classroom Teacher Social Capital in a Comprehensive School Physical Activity Program

2018 ◽  
Vol 37 (2) ◽  
pp. 218-224 ◽  
Author(s):  
Michelle E. Jordan ◽  
Kent Lorenz ◽  
Michalis Stylianou ◽  
Pamela Hodges Kulinna
Keyword(s):  
Physical Activity ◽  
Social Capital ◽  
Classroom Teacher ◽  
Comprehensive School ◽  
Physical Activity Program ◽  
Activity Program

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.

The Comprehensive School Physical Activity Program Model: A Proposed Illustrative Supplement to Help Move the Needle on Youth Physical Activity

2020 ◽  
Vol 9 (2) ◽  
pp. 112-121 ◽  
Author(s):  
Collin A. Webster ◽  
Judith E. Rink ◽  
Russell L. Carson ◽  
Jongho Moon ◽  
Karen Lux Gaudreault
Keyword(s):  
Physical Activity ◽  
Empirical Work ◽  
Physical Activity Promotion ◽  
Comprehensive School ◽  
Physical Activity Program ◽  
Activity Program ◽  
Activity Promotion ◽  
Youth Physical Activity ◽  
Solid Foundation ◽  
Model Set

Birthed over a decade ago and built on a solid foundation of conceptual and empirical work in public health, the comprehensive school physical activity program (CSPAP) model set the stage for a new and exciting chapter of physical activity promotion through schools. On the academic front, there has been much enthusiasm around the potential of CSPAPs to positively affect youth physical activity behaviors and trajectories. However, program uptake in schools has yet to take hold. This article examines the CSPAP model and proposes an illustrative supplement to enhance communication about its application. The authors begin by charting the model’s challenging contextual landscape and then highlight the model’s early successes in spite of such challenges. Subsequently, they turn their attention to limitations in the way the model is presented, which appear to undermine CSPAP advocacy, and focus on improving the messaging about CSPAPs as an immediate step toward increased implementation.

Changes in Psychosocial Perspectives Among Physical Activity Leaders: Teacher Efficacy, Work Engagement, and Affective Commitment

2020 ◽  
pp. 1-9
Author(s):  
Ann Pulling Kuhn ◽  
Russell L. Carson ◽  
Aaron Beighle ◽  
Darla M. Castelli
Keyword(s):  
Physical Activity ◽  
Professional Development ◽  
Teacher Efficacy ◽  
Work Engagement ◽  
Affective Commitment ◽  
Technical Assistance ◽  
Comprehensive School ◽  
Experienced Teachers ◽  
Physical Activity Program ◽  
Activity Program

Purpose: This study examined changes in physical education teachers’ psychosocial perspectives after participating in a yearlong professional development about Comprehensive School Physical Activity Programming. Method: Twenty-three intervention teachers attended a workshop in Year 1 and received one academic year of technical assistance and mentorship, and 30 control teachers only attended a workshop in Year 2. Both groups completed pre- and post-self-reported measures on teacher efficacy, work engagement, and affective commitment. Results: At posttest, intervention teachers reported significantly higher levels of affective commitment, and a significant positive relationship was revealed between affective commitment and the degree to which before-school physical activity was implemented. More experienced teachers (>20 years) reported significantly higher levels of the work engagement subscale of vigor at posttest. Discussion/Conclusion: Participating in a Comprehensive School Physical Activity Program professional development may positively influence teachers’ job commitment levels and invigorate more experienced teachers, which may relate to Comprehensive School Physical Activity Program implementation.

scholarly journals Evaluation of a comprehensive school physical activity program: Be a Champion!

2019 ◽  
Vol 75 ◽  
pp. 54-60 ◽  
Author(s):  
Camelia R. Singletary ◽  
Glenn Weaver ◽  
Russell L. Carson ◽  
Michael W. Beets ◽  
Russell R. Pate ◽  
...  
Keyword(s):  
Physical Activity ◽  
Comprehensive School ◽  
Physical Activity Program ◽  
Activity Program

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.

Chapter 10 Implications for Comprehensive School Physical Activity Program Implementation

2014 ◽  
Vol 33 (4) ◽  
pp. 611-623 ◽  
Author(s):  
Grace Goc Karp ◽  
Philip W. Scruggs ◽  
Helen Brown ◽  
Steven H. Kelder
Keyword(s):  
Physical Activity ◽  
Program Implementation ◽  
Comprehensive School ◽  
Physical Activity Program ◽  
Activity Program

The Effect of a Comprehensive School Physical Activity Program on Physical Activity and Health-Related Fitness in Children From Low-Income Families

2016 ◽  
Vol 13 (8) ◽  
pp. 888-894 ◽  
Author(s):  
Timothy A. Brusseau ◽  
James Hannon ◽  
Ryan Burns
Keyword(s):  
Physical Activity ◽  
Low Income ◽  
Program Implementation ◽  
Vigorous Physical Activity ◽  
Comprehensive School ◽  
Mean Difference ◽  
Physical Activity Program ◽  
Activity Program ◽  
Health Related ◽  
Low Income Families

Background:The purpose of this study was to examine the effect of a Comprehensive School Physical Activity Program (CSPAP) on physical activity and health-related fitness (HRF) in children from low-income families.Methods:Participants included 1390 children recruited from kindergarten through sixth grade (mean age = 8.4 ± 1.8 years). Physical activity measures were collected at baseline and at 6 weeks and 12 weeks after program implementation, and HRF measures were collected at baseline and at 12 weeks after program implementation.Results:There were significant but weak-to-moderate increases in step counts (mean difference = 603.1 steps, P < .001, d = 0.39) and moderate-to-vigorous physical activity (mean difference = 4.9 minutes, P < .001, d = 0.39) at 12 weeks compared with baseline. There were also significant but moderate increases in Progressive Aerobic Cardiovascular Endurance Run laps (mean difference = 6.5 laps, P < .001, d = 0.47) at 12 weeks compared with baseline. Generalized mixed models respectively yielded 3.02 and 2.34 greater odds that a child would achieve step count and moderate-to-vigorous physical activity standards and 2.26 greater odds that a child would achieve aerobic fitness standards at 12 weeks compared with baseline (P < .001).Conclusions:The 12-week CSPAP improved physical activity and HRF in children from low-income families; however, the magnitude of the effects was weak to moderate.

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