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.

scholarly journals A Pilot Study of a Comprehensive School Physical Activity Program in Elementary Schools: Be a Champion!

2021 ◽  
Vol 8 (2) ◽  
pp. 110-118
Author(s):  
Justin Moore ◽  
◽  
R. Glenn Weaver ◽  
Beverly Levie ◽  
Camelia Singletary ◽  
...  
Keyword(s):  
Physical Activity ◽  
Elementary Schools ◽  
Mixed Model ◽  
Sedentary Time ◽  
Vigorous Physical Activity ◽  
Comprehensive School ◽  
Physical Activity Program ◽  
Sedentary Behaviors ◽  
Activity Program ◽  
Activity Promotion

Objective: In the present study, we sought to determine if a comprehensive school physical activity program (CSPAP) delivered using the Be a Champion! (BAC) framework was effective in increasing moderate-to-vigorous physical activity (MVPA) and decreasing sedentary time in elementary school youth. Methods: We implemented a CSPAP in 3 elementary schools to determine its effectiveness to youth behaviors compared to 2 control schools. Youth physical activity was assessed via accelerometry in spring 2015 and spring 2016 during school hours on school days. Implementation of the BAC components and youth behavior was assessed through direct observation from fall 2015 through winter 2016. Results: In a multilevel, mixed model examining the effects of intervention, we found no statistically significant effect of the intervention on overall MVPA. However, a significant increase in MVPA was observed among girls (but not boys) in the intervention schools relative to controls. No differences in sedentary behaviors were observed by group. Conclusion: CSPAP implementation may be effective in reducing sedentary time and increasing MVPA in girls, but not boys. Research is necessary to increase implementation dose and fidelity to best practices in physical activity promotion.

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.

scholarly journals Testing the Youth Physical Activity Promotion Model during the COVID-19 Pandemic, with Partial Least Squares Second-Order Latent Constructs

2021 ◽  
Vol 18 (12) ◽  
pp. 6398
Author(s):  
Elena Druică ◽  
Rodica Ianole-Călin ◽  
Monica Sakizlian ◽  
Daniela Aducovschi ◽  
Remus Dumitrescu ◽  
...  
Keyword(s):  
Physical Activity ◽  
Least Squares ◽  
Partial Least Squares ◽  
Online Survey ◽  
Physical Activity Promotion ◽  
Second Order ◽  
Latent Constructs ◽  
Activity Promotion ◽  
Youth Physical Activity ◽  
Mediating Mechanisms

We tested the Youth Physical Activity Promotion (YPAP) framework on Romanian students in order to identify actionable determinants to support participation in physical activity. Our sample consisted of 665 responses to an online survey, with participants aged 18–23 (mean = 19 years); 70% were women. We used the partial least squares algorithm to estimate the relationships between students’ behavior and possible predictors during the COVID-19 pandemic. Our results indicate that all the theoretical dimensions of YPAP (predisposing, enabling and reinforcing) have a positive and significant impact on physical activity, with two mediating mechanisms expressed as predisposing factors: able and worth. Unlike previous research, we used second-order latent constructs, unveiling a particular structure for the enabling dimension that only includes sport competence, fitness and skills, but not the environmental factors.

scholarly journals Rural Community Systems: Youth Physical Activity Promotion through Community Collaboration

2021 ◽  
pp. 101486
Author(s):  
Debra K. Kellstedt ◽  
Michaela A. Schenkelberg ◽  
Ann M. Essay ◽  
Gregory J. Welk ◽  
Richard R. Rosenkranz ◽  
...  
Keyword(s):  
Physical Activity ◽  
Rural Community ◽  
Physical Activity Promotion ◽  
Community Collaboration ◽  
Activity Promotion ◽  
Youth Physical Activity ◽  
Community Systems

Investigating the Youth Physical Activity Promotion Model: Internal Structure and External Validity Evidence for a Potential Measurement Model

2007 ◽  
Vol 19 (4) ◽  
pp. 420-435 ◽  
Author(s):  
David A. Rowe ◽  
Thomas D. Raedeke ◽  
Lenny D. Wiersma ◽  
Matthew T. Mahar
Keyword(s):  
Physical Activity ◽  
External Validity ◽  
Internal Validity ◽  
Physical Activity Promotion ◽  
Measurement Model ◽  
Measurement Properties ◽  
Validity Evidence ◽  
Potential Measurement ◽  
Activity Promotion ◽  
Youth Physical Activity

The purpose of the study was to investigate the measurement properties of questionnaires associated with the Youth Physical Activity Promotion (YPAP) model. Data were collected from 296 children in Grades 5–8 using several existing questionnaires corresponding to YPAP model components, a physical activity questionnaire, and 6 consecutive days of pedometer data. Internal validity of the questionnaires was tested using confirmatory factor analyses, and external validity was investigated via correlations with physical activity and body composition. Initial model fit of the questionnaires ranged from poor to very good. After item removal, all scales demonstrated good fit. Correlations with percentage body fat and objectively measured physical activity were low but in the theoretically predicted direction. The current study provides good internal validity evidence and acceptable external validity evidence for a brief set of questionnaire items to investigate the theoretical basis for the YPAP model.

Understanding the real value of youth physical activity promotion

2015 ◽  
Vol 72 ◽  
pp. 130-132 ◽  
Author(s):  
Michael W. Beets ◽  
Robert G. Weaver ◽  
Justin B. Moore
Keyword(s):  
Physical Activity ◽  
Physical Activity Promotion ◽  
The Real ◽  
Activity Promotion ◽  
Youth Physical Activity ◽  
Real Value

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

Using Virtual Pets to Promote Physical Activity in Children: An Application of the Youth Physical Activity Promotion Model

2015 ◽  
Vol 20 (7) ◽  
pp. 807-815 ◽  
Author(s):  
Sun Joo (Grace) Ahn ◽  
Kyle Johnsen ◽  
Tom Robertson ◽  
James Moore ◽  
Scott Brown ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Activity Promotion ◽  
Activity Promotion ◽  
Youth Physical Activity

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.

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