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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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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