This paper discusses lessons learned from the process of conducting community-based research with a focus on issues and topics of potential importance to leaders of departments of kinesiology. This paper is written from the perspective of physical education teacher education faculty implementing comprehensive school physical activity programming. Specifically, the paper focuses on the intersection of physical education and public health, the reconceptualization of training physical education teachers, related opportunities for community-engaged learning, and the process of relationship building in schools and communities. It is the authors’ intent that this paper will stimulate discussions relative to these topics among leaders of and faculty within kinesiology departments.
Timothy A. Brusseau, Sean M. Bulger, Eloise Elliott, James C. Hannon and Emily Jones
Emily M. Jones, Andrea R. Taliaferro, Eloise M. Elliott, Sean M. Bulger, Alfgeir L. Kristjansson, William Neal and Ishonté Allar
Increasing rates of childhood obesity has prompted calls for comprehensive approaches to school-based physical activity (PA). The purpose of this study was to evaluate the feasibility of comprehensive school physical activity program (CSPAP) development and related contextual issues within a rural Appalachian county using a Systems Approach. A multicomponent needs assessment was conducted, including 11 school site visits with interviews with school personnel, physical space audits, and self-reported professional development, curricular, and equipment/resource needs. Data were summarized into case narratives describing context, space/facilities, and school assets/needs. Member checks verified the accuracy of narratives and inductive cross-case analysis was used to explore emergent themes. Six themes emerged: Leadership/Capacity Building, PA Access and Opportunities, Physical Education/PA Equipment and Resources, Physical Fitness Data Management and Reporting, Equity and Access to Safe and Usable Play Spaces, and Community Connections. Results support the feasibility of CSPAPs in rural communities and provide insight to factors influencing CSPAP. This study provides a framework for schools considering the development of CSPAP.