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Wendy J. Brown, Kerry Mummery, Elizabeth Eakin, and Grant Schofield

Objectives:

To describe the effectiveness of a multi-strategy physical activity (PA) intervention.

Methods:

Self-report data from random samples were collected prior to and following intervention. Social marketing, healthcare provider, and environmental strategies were concurrently implemented with a central coordinating theme of “10,000 Steps Rockhampton.”

Results:

There was evidence of significant project reach and awareness. The downward trend in PA seen in the comparison community (48.3% to 41.9% “active”) was not evident in Rockhampton. Women were the “early adopters” in this project; with an increase of 5% (95% CI: –0.6, 10.6) in the percent categorized as “active” (compared with decreases among women in the comparison community and among men in both communities).

Conclusions:

High levels of project awareness, combined with modest increases in activity levels in women, demonstrate initial project effects. Longer term interventions, focusing on sustainable individual, social, and environmental change strategies are needed to maintain and improve this result.

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Shannon C. Mulhearn, Pamela Hodges Kulinna, and Collin Webster

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.

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Maureen R. Weiss, Lindsay E. Kipp, Alison Phillips Reichter, Sarah M. Espinoza, and Nicole D. Bolter

meeting the goals of National Physical Activity Plan and Whole School, Whole Community, Whole Child Model. Along with evidence that Girls on the Run is an effective PA-PYD program, we note some limitations and future research directions. First, implementation feasibility resulted in 3 councils being

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Cindy Lynn Salazar-Collier, Belinda Reininger, Rose Gowen, Arturo Rodriguez, and Anna Wilkinson

whether the prevalence of obesity among attendees is similar to that of the whole community or whether CycloBia attracts residents who are leaner and more active. The results of the present study suggest that open streets initiatives promote PA engagement and provide a favorable environment in a low

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Hannah G. Calvert, Lindsey Turner, Julien Leider, Elizabeth Piekarz-Porter, and Jamie F. Chriqui

-Cassel V , Piekarz-Porter E , et al . Using State Policy to Create Healthy Schools: Coverage of the Whole School, Whole Community, Whole Child Framework in State Statutes and Regulations School Year 2017–2018 . Bethesda, MD : Child Trends ; 2019 . https

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Karen Milton, Nick Cavill, Anna Chalkley, Charlie Foster, Sjaan Gomersall, Maria Hagstromer, Paul Kelly, Tracy Kolbe-Alexander, Jacqueline Mair, Matthew McLaughlin, James Nobles, Lindsey Reece, Trevor Shilton, Ben J. Smith, and Jasper Schipperijn

, including both indoor and outdoor facilities and amenities, 36 as well as opportunities through formal and informal clubs and programs. 37 , 38 Mass events that engage whole communities can help to create a social norm for participation in sport and recreation. 39 , 40 7. Workplaces The workplace is one

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Thomas L. McKenzie

emphasis on integrating health and education, especially in the Association for Supervision and Curriculum Development and CDC’s Whole School, Whole Community, Whole Child model (WSCC; Association for Supervision and Curriculum Development & CDC, 2014 ). Specific to physical activity, aspects of the

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Fábio Saraiva Flôres, Luis Paulo Rodrigues, and Rita Cordovil

.  1 – 17 ). John Wiley & Sons Inc. Lewallen , T. , Hunt , H. , Potts-Datema , W. , Zaza , S. , & Giles , W. ( 2015 ). The whole school, whole community, whole child model: A new approach for improving educational attainment and healthy development for students . Journal of School Health

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Chantelle Zimmer and Janice Causgrove Dunn

expressed it was the responsibility of teachers to lead the way. “It’s the job of the teacher to work with the whole community of parents, the school, the district to make sure physical education is a place where kids can feel safe and also grow with their passion and interests.” Discussion The purpose of

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Rochelle Eime, Jack Harvey, Melanie Charity, Sam Elliott, Murray Drummond, Aurelie Pankowiak, and Hans Westerbeek

amplified during the pandemic, and/or fewer opportunities to play sport and be active. Furthermore, in regional and rural communities, sport plays such an important social role for the whole community. In general, non-metropolitan areas have limited choice for organized leisure-time physical activity