Stakeholders’ Perceptions of Implementation of a Comprehensive School Physical Activity Program: A Review

Click name to view affiliation

Shannon C. Mulhearn
Search for other papers by Shannon C. Mulhearn in
Current site
Google Scholar
PubMed Close
,
Pamela Hodges Kulinna
Search for other papers by Pamela Hodges Kulinna in
Current site
Google Scholar
PubMed Close
, and
Collin Webster
Search for other papers by Collin Webster in
Current site
Google Scholar
PubMed Close
DOI:
https://doi.org/10.1123/kr.2019-0045
First Published Online:
06 May 2020
In Print:
Volume 9: Issue 2
Page Range:
159–169
Restricted access

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.

Mulhearn is with the Kinesiology and Sport Sciences Dept., University of Nebraska Kearney, Kearney, NE. Kulinna is with the Div. of Leadership and Innovation/Physical Education, Mary Lou Fulton Teachers College, Arizona State University, Mesa, AZ. Webster is with the University of South Carolina, Columbia, SC.

Mulhearn (shannon.mulhearn@asu.edu) is corresponding author.
  • Collapse
  • Expand
Cover Kinesiology Review

  • Arksey, H., & O’Malley, L. (2003). Scoping studies: Towards a methodological framework. International Journal of Social Research Methodology, 8(1), 19–32. doi:10.1080/1364557032000119616

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Bailey, R. (2005). Evaluating the relationship between physical education, sport and social inclusion. Educational Review, 57(1), 71–90. doi:10.1080/0013191042000274196

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Berei, C., Karp, G., & Kauffman, K. (2018). The status of physical activity opportunities in Idaho schools. Physical Educator, 75(2), 282–301. doi:10.18666/TPE-2018-V75-I2-7988

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Booth, A., Sutton, A., & Papaioannou, D. (2016). Systematic approaches to a successful literature review. Thousand Oaks, CA: Sage.

  • Burns, R.D., Fu, Y., & Podlog, L.W. (2017). School-based physical activity interventions and physical activity enjoyment: A meta-analysis. Preventive Medicine, 103, 84–90. PubMed ID: 28823682 doi:10.1016/j.ypmed.2017.08.011

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Carson, R.L., Abel-Berei, C.P., Russ, L., Shawley, J., Peal, T., & Weinberger, C. (2020). Internal capacity building: The role of the CSPAP champion and other school professionals. In C. Webster& R. Carson (Eds.), Comprehensive school PA programs: Handbook of research and practice. Champaign, IL: Human Kinetics.

    • Search Google Scholar
    • Export Citation

  • Castelli, D.M., Carson, R.L., & Kulinna, P.H. (2017). Integrating CSPAP into PETE Programs. Journal of Physical Education, Recreation & Dance 88(1), 8–71. doi:10.1080/07303084.2017.1250497

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Castelli, D.M., Centeio, E.E., Beighle, A.E., Carson, R.L., & Nicksic, H.M. (2014). Physical literacy and comprehensive school physical activity programs. Preventive Medicine, 66, 95–100.

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Centeio, E.E., Erwin, H., & Castelli, D.M. (2014). Comprehensive school physical activity programs: Characteristics of trained teachers. Journal of Teaching in Physical Education, 33, 492–510. doi:10.1123/jtpe.2014-0066

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Centers for Disease Control and Prevention. (2013). Comprehensive school physical activity programs: A guide for schools. Atlanta, GA: U.S. Department of Health and Human Services.

    • Search Google Scholar
    • Export Citation

  • Cothran, D.J., Kulinna, P.H., & Garn, A.C. (2010). Classroom teachers and physical activity integration. Teaching and Teacher Education, 26, 1381–1388. doi:10.1016/j.tate.2010.04.003

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Dinkel, D., Schaffer, C., Snyder, K., & Lee, J.M. (2017). They just need to move: Teachers’ perception of classroom physical activity breaks. Teaching and Teacher Education, 63, 186–195. doi:10.1016/j.tate.2016.12.020

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Egan, C.A., Webster, C., Weaver, R.G., Brian, A., Stodden, D., Russ, L., … Vazou, S. (2018). Partnerships for Active Children in Elementary Schools (PACES): First year process evaluation. Evaluation and Program Planning, 67, 61–69. PubMed ID: 29227866 doi:10.1016/j.evalprogplan.2017.12.002

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Erwin, H., Beighle, A., Carson, R.L., & Castelli, D.M. (2013). Comprehensive school-based physical activity promotion: A review. Quest, 65, 412–428. doi:10.1080/00336297.2013.791872

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Erwin, H.E., Beighle, A., Morgan, C.F., & Noland, M. (2011). Effect of a low-cost, teacher-directed intervention on elementary students’ physical activity. Journal of School Health, 81(8), 455–461. PubMed ID: 21740430 doi:10.1111/j.1746-1561.2011.00614.x

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Fullan, M. (1993). Change forces: Probing the depths of educational reform. Levittown, PA: Falmer Press.

  • Glowacki, E.M., Centeio, E.E., Van Dongen, D.J., Carson, R.L., & Castelli, D.M. (2016). Health promotion efforts as predictors of physical activity in schools: An application of the diffusion of innovations model. Journal of School Health, 86(6), 399–406. PubMed ID: 27122139 doi:10.1111/josh.12390

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Goh, T.L., Hannon, J.C., Newton, M., Webster, C., Podlog, L., & Pillow, W. (2013). “I’ll squeeze it in”: Transforming preservice classroom teachers’ perceptions toward movement integration in schools. Action in Teacher Education, 35(4), 286–300. doi:10.1080/01626620.2013.827600

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Goh, T.L., Hannon, J.C., Webster, C.A., & Podlog, L. (2017). Classroom teachers’ experiences implementing a movement integration program: Barriers, facilitators, and continuance. Teaching and Teacher Education, 66, 88–95. doi:10.1016/j.tate.2017.04.003

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Goh, T.L., Webster, C., Brusseau, T., & Hannon, J. (2019). Infusing physical activity leadership training in PETE programs through university-school partnerships: Principals’ and graduate students’ experiences. Physical Educator, 76(1), 238–257. doi:10.18666/TPE-2019-V76-I1-8725

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Guskey, T.R. (1986). Staff development and the process of teacher change. Educational Researcher, 15(5), 5–12. doi:10.3102/0013189X015005005

  • Guskey, T.R. (2002). Professional development and teacher change. Teachers and Teaching, 8(3), 381–391. doi:10.1080/135406002100000512

  • Holt, A., Smedegaard, S., Pawlowski, C.S., Skovgaard, T., & Christiansen, L.B. (2019). Pupils’ experiences of autonomy, competence and relatedness in ‘Move for Well-being in Schools’: A physical activity intervention. European Physical Education Review, 25(3), 640–658. doi:10.1177/1356336X18758353

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Hunt, K., & Metzler, M. (2017). Adoption of comprehensive school physical activity programs: A literature review. Physical Educator, 74, 315–340. doi:10.18666/TPE-2017-V74-I2-7167

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Institute of Medicine. (2013). Educating the student body: Taking physical activity and physical education to school. Washington, DC: National Academic Press.

    • Search Google Scholar
    • Export Citation

  • Johnson, T.G., & Turner, L. (2016). The physical activity movement and the definition of physical education. Journal of Physical Education, Recreation and Dance, 87(4), 8–10. doi:10.1080/07303084.2016.1142192

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Karp, G.G., Scruggs, P.W., Brown, H., & Kelder, S.H. (2014). Implications for comprehensive school physical activity program implementation. Journal of Teaching in Physical Education, 33, 611–623. doi:10.1123/jtpe.2014-0116

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Kern, B.D., & Graber, K.C. (2018). Understanding teacher change: A national survey of U.S. physical educators. Research Quarterly for Exercise and Sport, 89(1), 80–90. PubMed ID: 29334013 doi:10.1080/02701367.2017.1411579

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Kulinna, P.H. (2016). School staff perceptions of factors influencing participation in a whole-of-school initiative in an indigenous community. Health Education Journal, 75(7), 869–881. doi:10.1177/0017896916644099

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Kulinna, P.H., Scrabis-Fletcher, K., Kodish, S., Phillips, S., & Silverman, S. (2009). A decade of research literature in physical education pedagogy. Journal of Teaching in Physical Education, 28, 119–140. doi:10.1123/jtpe.28.2.119

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Kwon, J.Y., Kulinna, P.H., van der Mars, H., Amrein-Beardsley, A., & Koro-Ljungberg, M. (2018).Comprehensive school physical activity programs preparation in physical education teacher education programs. Journal of Teaching in Physical Education, 38(3), 271–276.

    • Search Google Scholar
    • Export Citation

  • Kwon, J.Y., Kulinna, P.H., van der Mars, H., Koro-Ljungberg, M., Amrein-Beardsley, A., & Norris, J. (2019). Physical education pre-service teachers’ perceptions about preparation for Comprehensive School Physical Activity Programs. Research Quarterly for Exercise and Sport, 89(2), 221–234. PubMed ID: 29617212 doi:10.1080/02701367.2018.1443196

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Langley, K., & Kulinna, P.H. (2018). Developing a staff physical activity program at your school: Implementing the lesser-used component of the CSPAP model. Journal of Physical Education, Recreation & Dance, 89(2), 49–55. doi:10.1080/07303084.2017.1404509

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Linker, J.M., & Woods, A.M. (2018). “Like, we don’t want to be PE teachers:” Preservice classroom teachers’ beliefs about physical education and willingness to incorporate physical activity. The Physical Educator, 75, 77–98. doi:10.18666/TPE-2018-V75-I1-7640

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Martin, R., & Murtagh, E.M. (2017). Teachers’ and students’ perspectives of participating in the ‘Active Classrooms’ movement integration programme. Teaching and Teacher Education, 63, 218–230. doi:10.1016/j.tate.2017.01.002

    • Crossref
    • Search Google Scholar
    • Export Citation

  • McMullen, J., Kulinna, P., & Cothran, D. (2014). Physical activity opportunities during the school day: Classroom teachers’ perceptions of using activity breaks in the classroom. Journal of Teaching in Physical Education, 33, 511–527. doi:10.1123/jtpe.2014-0062

    • Crossref
    • Search Google Scholar
    • Export Citation

  • McMullen, J., Ní Chróinín, D., Tammelin, T., Pogorzelska, M., & Van Der Mars, H. (2015). International approaches to whole-of-school physical activity promotion. Quest, 67(4), 384–399. doi:10.1080/00336297.2015.1082920

    • Crossref
    • Search Google Scholar
    • Export Citation

  • McMullen, J., van der Mars, H., & Jahn, J.A. (2014). Creating a before-school physical activity program: Pre-service physical educators’ experiences and implications for PETE. Journal of Teaching in Physical Education, 33, 449–466. doi:10.1123/jtpe.2014-0063

    • Crossref
    • Search Google Scholar
    • Export Citation

  • McMullen, J.M., Macphail, A., & Dillon, M. (2019). “I want to do it all day!”—Students’ experiences of classroom movement integration. International Journal of Educational Research, 94, 52–65. doi:10.1016/j.ijer.2018.11.014

    • Crossref
    • Search Google Scholar
    • Export Citation

  • McMullen, J.M., Martin, R., Jones, J., Murtagh, E.M. (2016). Moving to Learn Ireland—Classroom teachers’ experiences of movement integration. Teaching and Teacher Education, 60, 321–330. doi:10.1016/j.tate.2016.08.019

    • Crossref
    • Search Google Scholar
    • Export Citation

  • McNamee, J., Timken, G.L., Coste, S.C., Tompkins, T.L., & Peterson, J. (2017). Adolescent girls’ physical activity, fitness and psychological well-being during a health club physical education approach. European Physical Education Review, 23(4), 517–533. doi:10.1177/1356336X16658882

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Miller, S., & Lindt, S. (2018). Engaging elementary students through movement integration in mathematics and reading: An exploratory study to understand teachers’ perceptions. Curriculum and Teaching Dialogue, 20(1/2), 31–43.

    • Search Google Scholar
    • Export Citation

  • National Academy of Kinesiology. (2019). About NAK. Retrieved from http://nationalacademyofkinesiology.org

  • Parks, M., Solmon, M., & Lee, A. (2007). Understanding classroom teachers’ perceptions of integrating physical activity: A collective efficacy perspective. Journal of Research in Childhood Education, 21(3), 316–328. doi:10.1080/02568540709594597

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Russ, L., Webster, C.A., Beets, M.W., & Phillips, D. (2015). Systematic review and meta-analysis of multi-component interventions through schools to increase physical activity. Journal of Physical Activity and Health, 12(10), 1436–1446. PubMed ID: 25599111 doi:10.1123/jpah.2014-0244

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Sikes, P.J. (1992). Imposed change and the experienced teacher. In M. Fullan & A. Hargreaves (Eds.), Teacher development and education change (pp. 36–55). London, UK: Falmer Press.

    • Search Google Scholar
    • Export Citation

  • Stewart, G., Webster, C.A., Weaver, R.G., Stodden, D.F., Ali, B., Egan, C.A., … Patey, M. (2019). Evaluation of a classroom movement integration training delivered in a low socioeconomic school district. Evaluation and Program Planning, 73, 187–194. PubMed ID: 30682534 doi:10.1016/j.evalprogplan.2018.12.010

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Stylianou, M., Kulinna, P.H., & Naiman, T. (2016). ‘…Because there’s nobody who can just sit that long’: Teacher perceptions of classroom-based physical activity and related management issues. European Physical Education Review, 22(3), 390–408. doi:10.1177/1356336X15613968

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Warehime, S., Snyder, K., Schaffer, C., Bice, M., Adkins-Bollwit, M., & Dinkel, D. (2019). Exploring secondary science teachers’ use of classroom physical activity. Physical Educator, 76, 197–223. doi:10.18666/TPE-2019-V76-I1-8361

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Webster, C.A., Buchan, H., Perreault, M., Doan, R., Doutis, P., & Weaver, R.G. (2015). An exploratory study of elementary classroom teachers’ physical activity promotion from a social learning perspective. Journal of Teaching in Physical Education, 34, 474–495. doi:10.1123/jtpe.2014-0075

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Webster, C.A., Caputi, P., Perreault, M., Doan, R., Doutis, P., & Weaver, R.G. (2013). Elementary classroom teachers’ adoption of physical activity promotion in the context of a statewide policy: An innovation diffusion and socio-ecologic perspective. Journal of Teaching in Physical Education, 32, 419–440. doi:10.1123/jtpe.32.4.419

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Webster, C.A., Erwin, H., & Parks, M. (2013). Relationships between and changes in preservice classroom teachers’ efficacy beliefs, willingness to integrate movement, and perceived barriers to movement integration. Physical Educator, 70, 314–335.

    • Search Google Scholar
    • Export Citation

  • Webster, C.A., Nesbitt, D., Lee, H., & Egan, C. (2017). Preservice physical education teachers’ service learning experiences related to comprehensive school physical activity programming. Journal of Teaching in Physical Education, 36(4), 430–444. doi:10.1123/jtpe.2016-0191

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Webster, C.A., Russ, L., Vazou, S., Goh, T.L., & Erwin, H. (2015). Integrating movement in academic classrooms: Understanding, applying and advancing the knowledge base. Obesity Reviews, 16(8), 691–701. PubMed ID: 25904462 doi:10.1111/obr.12285

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Webster, C.A., Russ, L., Webster, L., Molina, S., Lee, H.S., & Cribbs, J. (2016). PETE faculty beliefs concerning the preparation of preservice teachers for CSPAP roles: An exploratory study. Physical Educator, 73, 315–339.

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Webster, C.A., Weaver, R., Egan, C., Ali, B., & Spyridoula, V. (2018). Two-year process evaluation of a pilot program to increase elementary children’s physical activity during school. Evaluation and Program Planning, 67, 200–206. PubMed ID: 29422421 doi:10.1016/j.evalprogplan.2018.01.009

    • Crossref
    • Search Google Scholar
    • Export Citation

  • Webster, C.A., Zarrett, N., Cook, B.S., Egan, C., Nesbitt, D., & Weaver, G. (2017). Movement integration in elementary classrooms: Teacher perceptions and implications for program planning. Evaluation and Program Planning, 61, 134–143. PubMed ID: 28068554 doi:10.1016/j.evalprogplan.2016.12.011

    • Crossref
    • Search Google Scholar
    • Export Citation

  • World Health Organization. (2016). Report on the commission on ending childhood obesity. Geneva, Switzerland: Author.

All Time Past Year Past 30 Days
Abstract Views 3743 818 121
Full Text Views 310 271 0
PDF Downloads 46 15 0