OST programs, and ethnic minority groups were also underrepresented in OST programs ( Bouffard et al., 2006 ). Don’s work, and those inspired by his work, has often been driven by a sense of community engagement, described by him and his colleagues as service-bonded inquiry ( Martinek & Hellison, 1997
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The Evolution of Hellison’s Teaching Personal and Social Responsibility Model in Out-of-School Contexts
Tom Martinek and Michael A. Hemphill
The Role of Classroom Teacher Social Capital in a Comprehensive School Physical Activity Program
Michelle E. Jordan, Kent Lorenz, Michalis Stylianou, and Pamela Hodges Kulinna
. CSPAPs typically involve five interactive components: (a) physical education, (b) PA during school, (c) PA before and after school, (d) staff involvement, and (e) family and community engagement ( Brusseau, Hannon, & Burns, 2016 ; CDC, 2013 , 2015 ). Some CSPAP outcomes are discussed in a 2014 JTPE
Leading at the Edge During COVID-19: Challenges, Opportunities, and Future Pandemic Preparedness
Steven J. Elmer and Kelly B. Kamm
During the COVID-19 pandemic, public health departments and health care systems have been overburdened with navigating the pandemic and protecting the health of the community. Most colleges and universities include a service and community engagement component as part of their mission. For these
Kinesiology Faculty Reflections on COVID-19 and Future Directions in Online Education
Kayla Baker, Melissa Bopp, Sean M. Bulger, YuChun Chen, Michele L. Duffey, Brian Myers, Dana K. Voelker, and Kaylee F. Woodard
for and receive technical assistance, establish clear expectations and instructions to guide student online interaction, and promote student voice and ongoing perspective-sharing through active learning community engagement). While many of these important instructional considerations were likely
Large-Scale Physical Education Interventions: Past, Present, and Future
Darla M. Castelli and Ang Chen
opportunities across five points of intervention of physical education, before or after school, during the school day, staff involvement, and community engagement) was likely a future direction, although not specifically expressed as such initially ( Saunders et al., 2011 ). Concept-Based Physical Education
Teacher-Level Factors, Classroom Physical Activity Opportunities, and Children’s Physical Activity Levels
Patrick Abi Nader, Evan Hilberg, John M. Schuna, Deborah H. John, and Katherine B. Gunter
intervention to increase children’s PA levels. 2 , 12 , 13 CSPAP interventions are multicomponent and include (1) physical education (PE), (2) PA before and after school, (3) PA during school [eg, recess, classroom-based PA (CBPA) breaks], (4) family and community engagement, and (5) school staff involvement
A Randomized Study on the Effects of Minds in Motion and Yoga on Motor Proficiency and Academic Skills Among Elementary School Children
Daniela G.L. Terson de Paleville and Jason C. Immekus
after school hours in 5 main components: physical education, physical activity during school, physical activity before and after school, staff involvement, and family and community engagement. As physical education and physical activity time during school hours may be limited, before- and after
The Effectiveness of Equipment Provisions on Rural Middle School Students’ Physical Activity During Lunch Recess
Hyeonho Yu, Pamela H. Kulinna, and Shannon C. Mulhearn
, promotes PA in schools with a 5-part model: (1) quality physical education, (2) PA before/after school, (3) PA during school, (4) staff involvement, and (5) family and community engagement, 4 indicating that students will be able to have opportunities to be active within schools. In addition to quality
Environmental and Behavioral Influences of Physical Activity in Junior High School Students
Kent A. Lorenz, Hans van der Mars, Pamela Hodges Kulinna, Barbara E. Ainsworth, and Melbourne F. Hovell
, including quality physical education, PA during school (eg, within classrooms, recess, lunch periods), PA before and after school, staff involvement, and family and community engagement. 11 This multilevel approach targets increasing access and opportunities for students to be active before, during, and
The Effect of Organized Versus Supervised Recess on Elementary School Children’s Participation, Physical Activity, Play, and Social Behavior: A Cluster Randomized Controlled Trial
Rosalie Coolkens, Phillip Ward, Jan Seghers, and Peter Iserbyt
recommended 60 minutes MVPA per day and establish the knowledge, skills, and confidence to develop a physically active lifestyle. 9 The program coordinates 5 components: (1) PE, (2) PA before and after school, (3) PA during school, (4) staff involvement, and (5) family and community engagement. 9 Erwin et
