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Chapter 7: Selective Integration: Roles for Public Health, Kinesiology, and Physical Education

Darla M. Castelli and Latrice Sales Mitchell

The 21st century has brought a shift in research and education paradigms. As we explore the priorities for American physical education in the 21st century, we want to consider the lasting effects of a standards-based era of educational reform and the emergence of kinesiology and public health on

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Physical Education in the COVID Era: Considerations for Online Program Delivery Using the Comprehensive School Physical Activity Program Framework

Collin A. Webster, Emily D’Agostino, Mark Urtel, Jaimie McMullen, Brian Culp, Cate A. Egan Loiacono, and Chad Killian

public health-aligned goals of a CSPAP, it is important to clearly illustrate how OLPE might be used to support these goals. In particular, teacher educators and researchers can benefit from conceptualizations of OLPE as an integrated part of the CSPAP framework. Such conceptualizations can help teacher

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School Physical Education in the Post-Report Era: An Analysis from Public Health

Stewart G. Trost

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Possibilities and Pitfalls of a Public Health Agenda for Physical Education

Mary O’Sullivan

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The SPARK Programs: A Public Health Model of Physical Education Research and Dissemination

Thomas L. McKenzie, James F. Sallis, Paul Rosengard, and Kymm Ballard

SPARK [Sports, Play, and Active Recreation for Kids], in its current form, is a brand that represents a collection of exemplary, research-based, physical education and physical activity programs that emphasize a highly active curriculum, on-site staff development, and follow-up support. Given its complexity (e.g., multiple school levels, inclusion of both physical education and self-management curricula), SPARK features both diverse instructional and diverse curricular models. SPARK programs were initially funded by the NIH as two separate elementary and middle school intervention studies, and the curriculum and instructional models used in them embody the HOPE (Health Optimizing Physical Education) model. This paper reviews background information and studies from both the initial grants (1989–2000) and the dissemination (1994-present) phases of SPARK, identifies program evolution, and describes dissemination efforts and outcomes. Procedures used in SPARK may serve as models for others interested in researching and disseminating evidence-based physical education and physical activity programs.

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Quality of Life in Individuals With Disabilities Through a Student-Led Service-Learning Program: Qualitative and Quantitative Analysis to Examine the Reciprocal Benefits of Service Learning

Mai Narasaki-Jara, Donald Brolsma, Katira Abdolrazagh, Kai Sun, Masahiro Yamada, Aya A. Mitani, and Taeyou Jung

, C. , Jalayondeja , W. , Suttiwong , J. , Sullivan , P.E. , & Nilanthi , D.L. ( 2016 ). Physical activity, self-esteem, and quality of life among people with physical disability . Southeast Asian Journal of Tropical Medicine and Public Health, 47 ( 3 ), 13 . Kamelska , A

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Preservice Physical Education Teachers’ Service Learning Experiences Related to Comprehensive School Physical Activity Programming

Collin A. Webster, Danielle Nesbitt, Heesu Lee, and Cate Egan

Purpose:

The purpose of this study was to examine preservice physical education teachers’ (PPET) service learning experiences planning and implementing course assignments aligned with comprehensive school physical activity program (CSPAP) recommendations.

Methods:

Based on service learning principles, PPETs (N = 18) enrolled in a physical education methods class planned, implemented, and reflected on physical activity promotion events before, during, and after school for youth, staff, and parents. Data sources included focus group interviews, written reflections, field notes, and artifacts. Constant comparison techniques and triangulation guided data analysis and interpretation to identify overarching themes describing the PPETs’ successes, challenges, and lessons learned.

Results:

Four themes were identified: (a) outcomes with youth, parents, and staff, (b) communication, (c) planning and preparation, and (d) priorities and possibilities.

Discussion/Conclusion:

This study provides insight into the feasibility and outcomes of CSPAP-related service learning for PPETs, and uncovers promising aspects as well as potential issues with CSPAP implementation.

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Physical Education Program Changes from 2006 to 2010

Xiaofen Deng Keating, Prithwi Raj Subramaniam, Rulan Shangguan, and Li Chen

This study aimed to examine changes in physical education (PE) programs nation-wide from 2006 to 2010 by analyzing the data reported in the Shape of the Nation published by the National Association for Sport and Physical Education. Means and standard deviations for numeric variables in the reports were computed. For categorical variables, percentages were calculated. Data were analyzed using the Wilcoxon test. The data from this study indicate a significant change in elementary PE as more states have mandated elementary PE and licensed elementary PE teachers. Significant increases in required PE units for high school graduation were also noted, indicating a positive change toward enhancing high school PE. However, the percentages of states with funding for professional development and required PE coordinator decreased significantly, suggesting that more work needs to be done if school PE is to provide the help and support requested by public health agencies.

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Chapter 4 Comprehensive School Physical Activity Programs: Characteristics of Trained Teachers

Erin E. Centeio, Heather Erwin, and Darla M. Castelli

As public health concerns about physical inactivity and childhood obesity continue to rise, researchers are calling for interventions that comprehensively lead to more opportunities to participate in physical activity (PA). The purpose of this study was to examine the characteristics and attitudes of trained physical education teachers during the implementation of a Comprehensive School Physical Activity Program at the elementary level. Using a collective case study design, interviews, observations, field notes, open-ended survey questions, and an online forum monitoring guided the interpretation of teacher perceptions and development of emergent themes. Qualitative data analysis was conducted for each individual teacher and then across the ten teachers which produced four major themes: (a) Leading the Charge: Ready, Set, Go!, (b) Adoption versus Adaptation: Implementation Varies, (c) Social Media’s Place in the Professional Development (PD) Community, and (d) Keys to Successful Implementation. It can be concluded that, based on these findings, elementary physical education teachers are ready and willing to implement CSPAP. Key factors that may influence this implementation are discussed.

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“Learn to Function in the System”: The Organizational Socialization of Urban Physical Educators

Colin G. Pennington, Galila Werber-Zion, and Tanya Prewitt-White

Purpose: The purpose of this study was to explore how urban physical educators’ experiences influence their motivations toward vocational persistence emphasizing health and fitness. Methods: Participants included 16 urban physical educators who participated in semistructured interviews about their experiences teaching in urban settings. For minority youths, who predominantly attend urban public schools, fitness rates are lower than the national average. Physical education has been discussed as a potential solution to combating this public health trend; however, considering Common Core reforms in public education by which health and physical education has been de-emphasized as a curricular requirement, scholars are pursuing knowledge of how the experiences of urban physical educators are evolving. Using occupational socialization as the operating theoretical framework, this study seeks to explore how 16 urban physical educators’ experiences are evolving with the changes in public education, including administrative support and other indicators of marginalization and attrition.  Results: Qualitative data analysis resulted in the construction of six themes which suggest that teaching students to develop and maintain a healthy lifestyle remains a powerful motivator for urban physical educators’ persistence despite feelings of marginalization and burnout. Conclusions: The authors provide practical suggestions for practitioners and scholars to overcome feelings of marginalization and lack of resources.