School-Based Youth Physical Activity Promotion: Thoughts and Beliefs of Pre-Service Physical Education Teachers

The study investigated associations between selected physical activity correlates among 299 adolescents (90 boys, age 12–14 years) from 3 English schools. Physical activity was assessed by self-report and accelerometry. Correlates represented biological, predisposing, and demographic factors as described in the Youth Physical Activity Promotion Model. Boys engaged in more self-reported (p < .01) and accelerometer assessed physical activity than girls (p = .02). Positive associations between sex (male), BMI, Perceived PE Ability, Perceived PE Worth, number of enrolled students, and physical activity outcomes were evident (p < .05). School-based physical activity promotion should emphasize sex-specific enhancement of students’ perceived PE competence and enjoyment.

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Preservice Physical Education Teachers’ Service Learning Experiences Related to Comprehensive School Physical Activity Programming

Journal of Teaching in Physical Education ◽

10.1123/jtpe.2016-0191 ◽

2017 ◽

Vol 36 (4) ◽

pp. 430-444 ◽

Cited By ~ 5

Author(s):

Collin A. Webster ◽

Danielle Nesbitt ◽

Heesu Lee ◽

Cate Egan

Keyword(s):

Physical Activity ◽

Physical Education ◽

Service Learning ◽

Learning Experiences ◽

Physical Activity Promotion ◽

Comprehensive School ◽

Lessons Learned ◽

After School ◽

Physical Education Teachers ◽

Activity Promotion

Purpose:The purpose of this study was to examine preservice physical education teachers’ (PPET) service learning experiences planning and implementing course assignments aligned with comprehensive school physical activity program (CSPAP) recommendations.Methods:Based on service learning principles, PPETs (N = 18) enrolled in a physical education methods class planned, implemented, and reflected on physical activity promotion events before, during, and after school for youth, staff, and parents. Data sources included focus group interviews, written reflections, field notes, and artifacts. Constant comparison techniques and triangulation guided data analysis and interpretation to identify overarching themes describing the PPETs’ successes, challenges, and lessons learned.Results:Four themes were identified: (a) outcomes with youth, parents, and staff, (b) communication, (c) planning and preparation, and (d) priorities and possibilities.Discussion/Conclusion:This study provides insight into the feasibility and outcomes of CSPAP-related service learning for PPETs, and uncovers promising aspects as well as potential issues with CSPAP implementation.

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

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18126398 ◽

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.

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Rural Community Systems: Youth Physical Activity Promotion through Community Collaboration

Preventive Medicine Reports ◽

10.1016/j.pmedr.2021.101486 ◽

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

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

Pediatric Exercise Science ◽

10.1123/pes.19.4.420 ◽

2007 ◽

Vol 19 (4) ◽

pp. 420-435 ◽

Cited By ~ 16

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.

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Validity of Garmin Vívofit 1 and Garmin Vívofit 3 for School-Based Physical Activity Monitoring

Pediatric Exercise Science ◽

10.1123/pes.2018-0019 ◽

2019 ◽

Vol 31 (1) ◽

pp. 130-136 ◽

Cited By ~ 8

Author(s):

Adam Šimůnek ◽

Jan Dygrýn ◽

Lukáš Jakubec ◽

Filip Neuls ◽

Karel Frömel ◽

...

Keyword(s):

Physical Activity ◽

Activity Patterns ◽

Physical Activity Promotion ◽

After School ◽

School Based ◽

Physical Activity Monitoring ◽

Activity Promotion ◽

Before School ◽

Criterion Method ◽

Free Living Conditions

Purpose:Activity trackers are useful tools for physical activity promotion in adolescents, but robust validity evaluations have not been done under free-living conditions. This study evaluated the validity of the Garmin Vívofit 1 (G1) and Garmin Vívofit 3 (G3) in different settings and contexts.Methods:The participants (girls: 52%, age: 15.9 [1.9] y) wore the G1 and G3 on their nondominant wrist and the Yamax pedometer on their right hip for a period of 1 week. Validity was examined in 4 discrete segments (before school, in school, after school, and whole day). The criterion method was the Yamax pedometer.Results:Both the G1 and G3 could be considered equivalent to the Yamax pedometer regarding the before school, in school, and whole day segments. The G1 showed wider limits of agreement than G3.Conclusions:The G1 and G3 trackers exhibited acceptable validity for 3 of the 4 segments (before school, in school, and whole day measurements). The results were less accurate during the after-school segment. The evidence that the validity of the monitors varied depending on the setting and context is an important consideration for research on adolescent activity patterns.

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Understanding the real value of youth physical activity promotion

Preventive Medicine ◽

10.1016/j.ypmed.2014.11.009 ◽

2015 ◽

Vol 72 ◽

pp. 130-132 ◽

Cited By ~ 3

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

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The role of physical education in physical activity promotion

Journal of Science and Medicine in Sport ◽

10.1016/j.jsams.2009.10.451 ◽

2010 ◽

Vol 12 ◽

pp. e215-e216 ◽

Cited By ~ 1

Author(s):

T. McKenzie

Keyword(s):

Physical Activity ◽

Physical Education ◽

Physical Activity Promotion ◽

Activity Promotion

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

Kinesiology Review ◽

10.1123/kr.2019-0048 ◽

2020 ◽

Vol 9 (2) ◽

pp. 112-121 ◽

Cited By ~ 1

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.

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