A Case Study on Physical Activity Program Based on Ecologism for Raising Core Capabilities according to Physical Education Curriculum Revised in 2015

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.

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

American Journal of Health Promotion ◽

10.1177/08901171211013281 ◽

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.

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Enhancing Physical Education with a Supplemental Physical Activity Program

Journal of Physical Education Recreation & Dance ◽

10.1080/07303084.2017.1356765 ◽

2017 ◽

Vol 88 (8) ◽

pp. 28-34 ◽

Cited By ~ 1

Author(s):

Megan Adkins ◽

Matthew R. Bice ◽

Kate Heelan ◽

James Ball

Keyword(s):

Physical Activity ◽

Physical Education ◽

Physical Activity Program ◽

Activity Program

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

Journal of Teaching in Physical Education ◽

10.1123/jtpe.2014-0060 ◽

2014 ◽

Vol 33 (4) ◽

pp. 592-610 ◽

Cited By ~ 14

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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