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Jeanne Barcelona, Erin Centeio, Paige Arvidson, and Kowsar Hijazi

whole-of-school health program to virtual delivery during the initial wave of the pandemic (March–June, 2020). The Dearborn School Health through Integrated Nutrition and Exercise Strategies (D-SHINES) program went virtual in March 2020, in order to support student and family healthy eating (HE) and

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Michelle E. Jordan, Kent Lorenz, Michalis Stylianou, and Pamela Hodges Kulinna

PA and healthy behavior knowledge ( Keating et al., 2009 ). Whole-of-school approaches have been identified as likely to improve youth PA and other health-related outcomes ( IOM, 2013 ) and have been developed around the world ( McMullen, Chróinín, Tammelin, Pogorzelska, & van der Mars, 2015

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Darla M. Castelli and Latrice Sales Mitchell

& Cook, 2013 ), the National Academy of Sciences advocates for schools to take a whole-of-school approach to children’s health, whereby everyone and everything contributes to the physical, mental, and cognitive health of children as schools were identified as a logical place for intervention. Taking such

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James Mandigo, Ken Lodewyk, and Jay Tredway

cocurricular (e.g., intramural, school sport) offerings and had conducted several workshops with teachers and parents about its overall strategy to support students on their physical literacy journey. Castelli et al. ( 2015 ) have identified adopting this type of whole-of-school approach as critical to

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Ja Youn Kwon, Pamela H. Kulinna, Hans van der Mars, Audrey Amrein-Beardsley, and Mirka Koro-Ljungberg

for the whole of school health models such as CSPAP, it may be necessary to reassess professional preparation programs for preservice physical education teachers. Along with introducing the CSPAP model, PETE faculty and researchers have suggested that PETE programs should prepare preservice teachers

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Yang Liu, Senlin Chen, and Xiangli Gu

addition, youth physical activity promotion would maximize its effectiveness through the whole-of-school approach that champions concerted efforts from school administrators, teachers, staff, students, parents, and community leaders to help students become physically active within (e.g., PE, recess

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Lorraine Cale and Jo Harris

approaches to whole-of-school physical activity promotion . Quest, 67 ( 4 ), 384 – 399 . doi:10.1080/00336297.2015.1082920 10.1080/00336297.2015.1082920 Murdoch , E. , & Whitehead , M. ( 2010 ). Physical literacy, fostering the attributes and curriculum planning . In M. Whitehead (Ed

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Gabriella M. McLoughlin, Kim C. Graber, Amelia M. Woods, Tom Templin, Mike Metzler, and Naiman A. Khan

teachers can be successful implementors. As it is unlikely that a small staff of physical educators will have the capacity for such a task, a whole of school approach is recommended ( CDC, 2014 ; Stokols, 1992 ). This would involve key stakeholders such as teachers, parents, students, and administration

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Shu Cheng, Rosalie Coolkens, Phillip Ward, and Peter Iserbyt

.1080/02701367.2015.991264 McMullen , J. , Chróinín , D.N. , Tammelin , T. , Pogorzelska , M. , & van der Mars , H. ( 2015 ). International approaches to whole-of-school physical activity promotion . Quest, 67 ( 4 ), 384 – 399 . 10.1080/00336297.2015.1082920 Pawlowski

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Collin A. Webster, Diana Mindrila, Chanta Moore, Gregory Stewart, Karie Orendorff, and Sally Taunton

The comprehensive school physical activity program (CSPAP) model was introduced in a position statement by the National Association for Sport and Physical Education ( NASPE, 2008, now the Society of Health and Physical Educators [SHAPE] America ). A CSPAP has been viewed as a coordinated, “whole-of-school