Stakeholders’ Perspectives on the Effects of a PEP Grant on a District-Wide CSPAP

2021 ◽  
Vol 40 (1) ◽  
pp. 86-97
Author(s):  
Catherine P. Abel-Berei ◽  
Grace Goc Karp ◽  
Marcis Fennell ◽  
Elisa Drake ◽  
Simon Olsen
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Physical Educators ◽  
Physically Active ◽  
Social Ecological ◽  
Activity Program ◽  
Semistructured Interviews ◽  
Curriculum Map ◽  
K 12 ◽  
Physical Activity Programming

A Comprehensive School Physical Activity Program (CSPAP) can help children be physically active for 60 min/day. Physical Education for Progress grants provided opportunities to improve physical education and physical activity programming. Purpose: This study explored stakeholders’ perspectives on the effects of a Physical Education for Progress grant on a district-wide CSPAP. Method: Stakeholders included physical educators (n = 10; K–12), administrators (n = 6), and one superintendent. Individual, semistructured interviews were used to examine how the grant affected stakeholders’ perspectives of the CSPAP. Results: The grant affected the CSPAP by providing (a) opportunities for professional development, (b) opportunities to establish a K–12 curriculum map, and (c) access to equipment and resources. Discussion: Framed in social ecological theory, intrapersonal, interpersonal, institutional, and community levels were influenced by the grant. Interactions between levels enabled changes in all CSPAP components, especially quality PE. Conclusion: A Physical Education for Progress grant is a successful mechanism to enhance a district-wide CSPAP.

Children’s Heart Rates during Physical Education Lessons: A Review

1996 ◽  
Vol 8 (3) ◽  
pp. 215-233 ◽  
Author(s):  
Gareth Stratton
Keyword(s):  
Physical Activity ◽  
Heart Rate ◽  
Physical Education ◽  
Vigorous Physical Activity ◽  
Moderate Physical Activity ◽  
Physical Educators ◽  
Vigorous Activity ◽  
Education Curriculum ◽  
Maximum Heart Rate ◽  
Physically Active

Physical educators have purported to teach children to be physically active and to promote their fitness. To achieve these goals, children should regularly experience moderate-to-vigorous physical activity (MVPA) during physical education lessons. For the purposes of this review, moderate physical activity is that which elicits a heart rate of 50% of maximum heart rate reserve (MHRR), moderate-to-vigorous activity elicits 60% of MHRR, and vigorous activity elicits 75% of MHRR. Duration criteria were set at 50% of lesson time or 20 min. The majority of lessons described in previous reports failed to achieve these criteria, although problems were noted in method and analyses of data. Lessons with physical activity as a direct goal have been successful in increasing MVPA. A greater focus on physical activity is required in the planning and delivery of physical education lessons if the physical activity and fitness goals of the physical education curriculum are to be met.

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.

scholarly journals Reimagining professional competence in physical education

2013 ◽  
Vol 19 (4) ◽  
pp. 662-672 ◽  
Author(s):  
Catherine D. Ennis
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Professional Competence ◽  
Physical Education Teachers ◽  
Physical Educators ◽  
Physically Active ◽  
Staff Members ◽  
School Wellness ◽  
School Day ◽  
Academic School

Physical educators have critical roles to play in assisting communities and schools to increase physical activity for all citizens. They can assist classroom teachers in increasing physical activity in the academic school day and can serve as school wellness directors to increase the amount of physical activity students and school staff members receive during the day. Additionally, physical educators can implement innovative approaches to physical education curricula to enhance students' opportunities to be active and to learn concepts to assist them to be physically active now and for a lifetime. When implementing evidence-based approaches to physical education, teachers need to teach the curriculum coherently and with fidelity. New programs such as Science, PE, & Me! and the Science of Healthful Living provide opportunities for students to examine the effects of exercise on their bodies in a physically active, learning-oriented approach to physical education.

Students’ Views on Physical Development and Physical Self-Concept in Adventure-Physical Education

2010 ◽  
Vol 29 (2) ◽  
pp. 146-166 ◽  
Author(s):  
Jeffrey Gehris ◽  
Jeff Kress ◽  
Ricky Swalm
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Physical Development ◽  
Self Concept ◽  
Multidimensional Model ◽  
Education Curriculum ◽  
Physically Active ◽  
Semistructured Interviews ◽  
Open Coding ◽  
Physical Effects

This study investigated 10th-grade students’ views concerning the physical effects of an adventure-physical education curriculum and the potential of such a curriculum to enhance components of a multidimensional model of physical self-concept. Semistructured interviews were used to obtain students’ views and participant observations were conducted to corroborate those views. Open coding was used to analyze the data. Students viewed adventure activities as an alternative way to be physically active that was more fun and motivating than traditional forms of exercise. Students expressed how the adventure activities helped them build strength and endurance particularly in their arms and legs. Students felt seven components (body fat, coordination, endurance/fitness, flexibility, physical activity, sports competence, and strength) of physical self-concept were relevant to adventure-physical education and two components (appearance and health) were not. Implications for designing activities and employing teaching strategies to enhance the physical self-concept and fitness of young people are discussed.

scholarly journals Do School Administrators Know What Practices are Appropriate in Physical Education?

2016 ◽  
Vol 22 (1) ◽  
pp. 53-63
Author(s):  
David BARNEY ◽  
Keven A. PRUSAK
Keyword(s):  
Physical Activity ◽  
United States ◽  
Physical Education ◽  
Instructional Practices ◽  
School Administrators ◽  
The United States ◽  
Institutional Review Board ◽  
Physical Educators ◽  
Institutional Review ◽  
K 12

LANGUAGE NOTE | Document text in English; abstract also in Chinese. The purpose of this study was to investigate school administrators’ knowledge of appropriate instructional practices in physical education. For this study 130 k-12 school administrators from two states in the United States were surveyed regarding their knowledge of appropriate instructional practices in physical education. University Institutional Review Board granted approval to conduct this study. Surveys were sent electronically to the school administrators to take. At the completion of the survey the school administrators were able to click a submit button and have the surveys returned to the researchers. It was found that school administrators identified dodge ball, relay races and elimination tag as an appropriate instructional practice. Also, full-sided games (30 students divided into two teams) were appropriate for students to participate in. These instructional practices are considered inappropriate for students to participate in. The implications of this study are to inform school administrators what practices are appropriate and inappropriate. It is hoped that physical educators and school administrators will work together to see that appropriate instructional practices are taught in physical education, thus benefitting students to become competent in their participation in physical activity. 本研究的目的是探討學校管理者對體育的教學實踐知識。在這項研究中，邀請兩個州份的130位 K-12學校行政人員進行調 查，並獲大學機構審查委員會准許進行這項研究。調查以電子方式發送給學校管理者採取。結果發現，學校的管理者確定躲避球和接力賽作為適當的教學實踐。希望體育教師和學校管理者將共同努力，看到合適的體育教學實踐，從而惠及學生參與體能活動。

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.

scholarly journals The Physical Activity Leader and Comprehensive School Physical Activity Program Effectiveness

2018 ◽  
Vol 10 (1) ◽  
pp. 127-133 ◽  
Author(s):  
Timothy A. Brusseau ◽  
Ryan D. Burns
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Physical Inactivity ◽  
Program Effectiveness ◽  
Comprehensive School ◽  
Physical Education Teacher ◽  
Education Teacher ◽  
Activity Program ◽  
Physical Activity Programming ◽  
The Impact

Summary Study aim: Two thirds of children are not meeting recommended levels of physical activity. A solution to physical inactivity is Comprehensive School Physical Activity Programming (CSPAP). Little is known regarding the impact of a school’s physical activity leader on CSPAP effectiveness. Therefore, this study explored changes in physical activity accumulated during school hours in CSPAP schools being led by the physical education teacher compared to a stand-alone physical activity leader.

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.

Challenges of being new to Canada: considerations for physical activity

2016 ◽  
Vol 25 (2) ◽  
pp. 25-33 ◽  
Author(s):  
Kimberley D. Curtin ◽  
Christina C. Loitz ◽  
Nancy Spencer-Cavaliere ◽  
Ernest Nene Khalema
Keyword(s):  
Physical Activity ◽  
Ecological Model ◽  
Qualitative Content Analysis ◽  
Research Question ◽  
Focus Group Interviews ◽  
Physically Active ◽  
Social Ecological ◽  
Qualitative Descriptive ◽  
Group Interviews ◽  
Multicultural Health

Immigrants to Canada are less likely to be physically active compared with non-immigrants, and the interrelations between personal and environmental factors that influence physical activity for immigrants are largely unexplored. The goal of this qualitative descriptive study was to understand how the experience of being new to Canada impacts opportunities and participation in physical activity. Two focus group interviews with immigrants to Canada were conducted. The first group ( n=7) included multicultural health brokers. The second group ( n=14) included English as a second language students. Qualitative content analysis was used to determine three themes consistent with the research question: transition to Canadian life, commitments and priorities, and accessibility. Discussion was framed using a social ecological model. Implications for practice and policy are suggested including enhanced community engagement, and organizational modifications. Overall, the development and implementation of physical activity policies and practices for newcomers to Canada should be centered on newcomers’ perspectives and experiences.

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