Comprehensive School Physical Activity Programs

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Description Table of Contents Editor Excerpts SHAPE America Members Schools are the ideal place to promote and apply the recommended accumulation of 60 minutes of daily physical ac tivity. But until now, it has been difficult to bridge the gap between research in this area and day-to-day practice in order to establish solid programs. That’s where Comprehensive School Physical Activity Programs: Putting Research Into Evidence-Based Practice comes in.CSPAP Model Brought to Life The comprehensive school physical activity program (CSPAP) model, originally outlined as a 2008 position statement by the National Association for Sport and Physical Education to promote physical activity throughout K-12, is brought to life through this comprehensive, all-in-one resource. In the decade since that position statement, CSPAP has been spreading through numerous initiatives, which have mobilized a CSPAP field of study and a national framework for physical activity and physical education. CSPAP acts as a hub, supporting physical activity through multiple components that can include physical education; physical activity before, during, and after school; staff involvement; and family and community engagement. Moreover, each CSPAP component can serve to strengthen and reinforce the academic goals of physical education.Accommodates Needs of Diverse AudiencesComprehensive School Physical Activity Programs, published in association with SHAPE America, accommodates the growing needs of academic researchers, school practitioners, district coordinators, educators, advocates, organizations, university faculty, and students who want to learn more about CSPAP or undertake ways to increase daily physical activity opportunities in and around schools.The Text’s Strengths This text does all of the following and more: Synthesizes all the foundational and emerging research, theory, and practice on CSPAP Synthesizes all the foundational and emerging research, theory, and practice on CSPAP Provides a higher- and deeper-level look at the CSPAP model, as opposed to short reports and position papers, which contain limited strategies for schools Offers much more in-depth coverage of the CSPAP model by delving into assessment, evaluation, advocacy, policy, partnerships, international perspectives, technology, and more Diverse and Renowned Team of ContributorsComprehensive School Physical Activity Programs was written by a diverse team of pioneers and leaders in the CSPAP field. This team brings national and international perspectives on all aspects related to implementing and maintaining CSPAP in K-12 schools. These recognized experts provide incisive guidance in, and understanding of, the most prominent concepts, issues, and developments in the field.Book Organization The text is organized into six sections: Part I provides the historical and foundational perspectives and policy landscapes of the CSPAP approach. Part II outlines internal, external, and psychological factors to consider in program design, implementation, and sustainability. In part III, the contributors examine and interpret the research on the effectiveness of established programs and previous interventions. Part IV highlights special considerations for effective programming within urban and rural settings, reviews current and ongoing international CSPAP initiatives, and addresses the application of the model to alternative contexts beyond the K-12 school setting. In part V, the contributors focus on using assessments to determine the physical activity promotion needs of a school community, on the instruments and procedures for measuring school-wide programming, and on the processes for evaluating and advocating for CSPAPs. Part VI examines current reform efforts within preprofessional programs in teacher education, reviews the tools and future potential for using technology to deliver and assess CSPAP efforts, and looks at future directions for the disciplines of study that inform the CSPAP knowledge base. Each chapter uses a format that opens with a review of current research, offers knowledge claims based on the research, notes knowledge gaps and directions for future research, offers evidence-based recommendations and applications, and concludes with questions to consider for discussion and case examples to demonstrate the practical recommendations.An Invaluable Resource The rapid growth of the field and the increasing number of diverse and exceptional scholars (many of whom are contributors to this book) are indications of the need for this resource. Comprehensive School Physical Activity Programs offers unique perspectives about how to generate and sustain successful initiatives to increase youth physical activity and promote long-term engagement in active behavior. It provides access to leading thought, invaluable tools, and challenging questions that will propel the CSPAP field to its next level of depth and clarity. Human Kinetics is proud to publish this book in association with SHAPE America, the national organization that defines excellence for school-based health and physical education professionals across the United States.AudienceReference for K-12 teachers, administrators, and district coordinators. Textbook for instructors and students in PETE (physical education teacher education) undergraduate and graduate programs. Resource for physical education and physical activity researchers. Part I. Foundations and Contemporary PerspectivesChapter 1. CSPAPs: History, Foundations, Possibilities, and BarriersHans van der Mars and Kent A. Lorenz Emergence of CSPAPs History and Emergence of CSPAPs CSPAP’s Roots Within Public Health and National Physical Activity Recommendations CSPAP’s Theoretical Roots Why CSPAPs: A Critical (and Final?) Opportunity to Thrive Possibilities of CSPAPs Barriers to Overcome Learning AidsChapter 2. Emerging Policy Landscape Surrounding CSPAPsJustin B. Moore, Abigail Gamble, David Gardner, Alexandra Peluso, and Danny Perry Review of Research Knowledge Claims Knowledge Gaps and Directions for Future Research Evidence-Based Recommendations and Applications Learning Aids Case ExamplePart II. Conceptual Models for CSPAP ImplementationChapter 3. Internal Capacity Building: The Role of the CSPAP Champion and Other School ProfessionalsRussell L. Carson, Catherine P. Abel-Berei, Laura Russ, Jessica Shawley, Tanya Peal, and Cyrus Weinberger Review of Research Knowledge Claims Knowledge Gaps and Directions for Future Research Evidence-Based Recommendations and Applications Learning Aids Case ExamplesChapter 4. Capitalizing on Internal–External Partnerships to Maximize Program SustainabilityCollin A. Webster, Cate A. Egan, and Kevin Brabham Review of Research Knowledge Claims Knowledge Gaps and Directions for Future Research Evidence-Based Recommendations and Applications Learning Aids Case ExampleChapter 5. Social Psychological and Motivational Theoretical Frameworks for CSPAP InterventionMegan Babkes Stellino, Spyridoula Vazou, Lyndsie M. Koon, and Katie Hodgin Review of Theoretical Frameworks for CSPAP Research and Intervention Description of Theoretically Guided Efforts Across CSPAP Components Knowledge Claims Knowledge Gaps and Directions for Future Research Evidence-Based Recommendations and Applications Learning Aids Case ExamplesPart III. Research on Program EffectivenessChapter 6. Quality Physical EducationKim C. Graber, Chad M. Killian, and Amelia Mays Woods Review of Research Knowledge Claims Knowledge Gaps and Directions for Future Research Evidence-Based Recommendations and Applications Learning Aids Case ExampleChapter 7. Physical Activity During SchoolAaron Beighle, Heather Erwin, Collin A. Webster, and Michelle A. Webster Review of Research Knowledge Claims Knowledge Gaps and Directions for Future Research Evidence-Based Recommendations and Applications Learning Aids Case ExamplesChapter 8. Physical Activity Programs Before and After SchoolBrian Dauenhauer, Megan Babkes Stellino, Collin A. Webster, and Chuck Steinfurth Review of Research Knowledge Claims Knowledge Gaps and Directions for Future Research Evidence-Based Recommendations and Applications Learning Aids Case ExamplesChapter 9. Staff InvolvementCollin A. Webster, R. Glenn Weaver, Martha Carman, Lee Marcheschi, Athanasios (Tom) Loulousis, Spyridoula Vazou, Tan Leng Goh, and Russell L. Carson Review of Research Knowledge Claims Knowledge Gaps and Directions for Future Research Evidence-Based Recommendations and Applications Learning Aids Case ExamplesChapter 10. Family and Community EngagementGregory J. Welk and Joey A. Lee Review of Research Knowledge Claims Knowledge Gaps and Directions for Future Research Evidence-Based Recommendations and Applications Learning Aids Case ExampleChapter 11. Multicomponent Optimization Strategy and CSPAP ImplementationAshley Phelps, Yeonhak Jung, and Darla M. Castelli Review of Research Knowledge Claims Knowledge Gaps and Directions for Future Research Evidenced-Based Recommendations and Applications Learning Aids Case ExamplesPart IV. Contextual ConsiderationsChapter 12. CSPAPs in Urban ContextsSarah Doolittle, Paul Rukavina, and Kevin Mercier Review of Research Knowledge Claims Knowledge Gaps and Directions for Future Research Evidence-Based Recommendations and Applications Learning Aids Case ExampleChapter 13. CSPAPs in Rural SettingsPamela Hodges Kulinna, Michalis Stylianou, Kent A. Lorenz, Shannon C. Mulhearn, Tom Taylor, Shawn Orme, and Alan Everett Review of Research Knowledge Claims Knowledge Gaps and Directions for Future Research Evidence-Based Recommendations and Applications Learning Aids Case ExampleChapter 14. International Perspectives and InitiativesJaimie M. McMullen, Déirdre Ní Chróinín, Michalis Stylianou, and Tuija Tammelin Review of Research Knowledge Claims Knowledge Gaps and Directions for Future Research Evidence-Based Recommendations and Applications Learning Aids Case ExamplesChapter 15. Implementation of CSPAPs in Nontraditional SettingsTimothy A. Brusseau and James C. Hannon Review of Research Knowledge Claims Knowledge Gaps and Directions for Future Research Evidence-Based Recommendations and Applications Learning Aids Case ExamplePart V. Developing, Measuring, and Promoting CSPAPsChapter 16. Conducting a Systematic Needs Assessment for CSPAP SuccessEloise Elliot, Sean Bulger, Emily Jones, and Alfgeir Kristjansson Review of Research Knowledge Claims Knowledge Gaps and Directions for Future Research Evidence-Based Recommendations and Applications Learning Aids Case ExampleChapter 17. Assessing School Physical Education and Physical Activity Programs: Selected ToolsThomas L. McKenzie Systematic Observation Tools Self-Report Tools A Summary Score and an Advocacy Tool Evidence-Based Recommendations and Applications Learning Aids Case ExamplesChapter 18. Evaluating CSPAPs: Measuring Implementation and ImpactErin E. Centeio and Nate McCaughtry Review of Research Knowledge Claims Knowledge Gaps and Directions for Future Research Evidence-Based Recommendations and Applications Learning Aids Case ExampleChapter 19. Advocating for CSPAPsHeather E. Erwin and Erin E. Centeio Review of Research Knowledge Claims Knowledge Gaps and Directions for Future Research Evidence-Based Recommendations and Applications Learning Aids Case ExamplesPart VI. Looking to the FutureChapter 20. Preparing Preservice Physical Education Teacher Educators for CSPAP ImplementationGrace Goc Karp, Helen Brown, Ja Youn Kwon, and Pamela Hodges Kulinna Review of Research Knowledge Claims Knowledge Gaps and Directions for Future Research Evidenced-Based Recommendations and Applications Learning Aids Case ExampleChapter 21. Progress and Possibilities for Technology Integration in CSPAPsZan Gao, Zachary Pope, Nan Zeng, Daniel McDonough, and Jung Eun Lee Review of Research Knowledge Claims Knowledge Gaps and Directions for Future Research Evidence-Based Recommendations and Applications Learning Aids Case ExampleChapter 22. A Synergized Strategy Guide for Advancing the FieldRussell L. Carson and Collin A. Webster How Does the Policy Landscape Reflect the Evolving Values and Traditions of the CSPAP Model? What Conceptual and Theoretical Approaches Could Guide CSPAP Practice and Collaboration? How Does Context Factor Into Best Practices for CSPAPs? What Are Some Promising Strategies for Planning, Evaluating, and Promoting CSPAPs? What Are the Potential Contributions of Preservice Education and Technology Integration in CSPAP Research and Practice? Advancement Strategies Summary Russ Carson, PhD, has 20 years of academic experience, as a secondary physical education and health teacher, teacher educator, accomplished scholar, professor, and founding director of the University of Northern Colorado Active Schools Institute. He is a long-standing leader of the comprehensive school physical activity program (CSPAP) model and its corresponding training programs. He earned his doctorate in health and kinesiology from Purdue University.Collin Webster, PhD, earned his doctorate in physical education and sport studies from the University of Georgia in 2006 and has held academic appointments at the University of South Carolina and the University of Wollongong in Australia. He is a nationally and internationally recognized scholar in the area of youth physical activity promotion, particularly comprehensive school physical activity programs. Case Examples of Strategies to Implement PAEvaluating CSPAPsInternal Capacity Building: The Role of the CSPAP Champion Human Kinetics is pleased to partner with SHAPE America by offering discounts on our resources to SHAPE America members! Whether you’re a preK-12 teacher, higher education faculty member, researcher, administrator, or future professional, we’re here to help you in your professional career and personal fitness journey of improved fitness, stronger athletic performance, and better nutrition. SHAPE America members receive a 30% discount on this resource and other eligible resources through the member portal at SHAPE America. Learn more about SHAPE America membership at SHAPEAmerica.org or direct your questions about the discount to [email protected]. Show more