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Comprehensive School Physical Activity Programs

Comprehensive School Physical Activity Programs

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£48.99

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    Book

    Schools are the ideal place to promote and apply the recommended accumulation of 60 minutes of daily physical activity. 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 Audiences
    Comprehensive 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 Contributors
    Comprehensive 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.

    Audience

    Reference 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.

    Table of Contents

    Part I. Foundations and Contemporary Perspectives
    Chapter 1. CSPAPs: History, Foundations, Possibilities, and Barriers
    Hans 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 Aids
    Chapter 2. Emerging Policy Landscape Surrounding CSPAPs
    Justin 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

    Part II. Conceptual Models for CSPAP Implementation
    Chapter 3. Internal Capacity Building: The Role of the CSPAP Champion and Other School Professionals
    Russell 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
    Chapter 4. Capitalizing on Internal–External Partnerships to Maximize Program Sustainability
    Collin 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
    Chapter 5. Social Psychological and Motivational Theoretical Frameworks for CSPAP Intervention
    Megan 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

    Part III. Research on Program Effectiveness
    Chapter 6. Quality Physical Education
    Kim 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
    Chapter 7. Physical Activity During School
    Aaron 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
    Chapter 8. Physical Activity Programs Before and After School
    Brian 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
    Chapter 9. Staff Involvement
    Collin 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
    Chapter 10. Family and Community Engagement
    Gregory 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
    Chapter 11. Multicomponent Optimization Strategy and CSPAP Implementation
    Ashley 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

    Part IV. Contextual Considerations
    Chapter 12. CSPAPs in Urban Contexts
    Sarah 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
    Chapter 13. CSPAPs in Rural Settings
    Pamela 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
    Chapter 14. International Perspectives and Initiatives
    Jaimie 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
    Chapter 15. Implementation of CSPAPs in Nontraditional Settings
    Timothy 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

    Part V. Developing, Measuring, and Promoting CSPAPs
    Chapter 16. Conducting a Systematic Needs Assessment for CSPAP Success
    Eloise 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
    Chapter 17. Assessing School Physical Education and Physical Activity Programs: Selected Tools
    Thomas L. McKenzie
    Systematic Observation Tools
    Self-Report Tools
    A Summary Score and an Advocacy Tool
    Evidence-Based Recommendations and Applications
    Learning Aids
    Chapter 18. Evaluating CSPAPs: Measuring Implementation and Impact
    Erin E. Centeio and Nate McCaughtry
    Review of Research
    Knowledge Claims
    Knowledge Gaps and Directions for Future Research
    Evidence-Based Recommendations and Applications
    Learning Aids
    Chapter 19. Advocating for CSPAPs
    Heather 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

    Part VI. Looking to the Future
    Chapter 20. Preparing Preservice Physical Education Teacher Educators for CSPAP Implementation
    Grace 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
    Chapter 21. Progress and Possibilities for Technology Integration in CSPAPs
    Zan 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
    Chapter 22. A Synergized Strategy Guide for Advancing the Field
    Russell 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

    About the Editor

    Russ Carson, PhD, has 20 years of academic experience, as a secondary physical education and health teacher, teacher educator, accomplished scholar, founding director of the University of Northern Colorado Active Schools Institute, and retired professor. 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.