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Christine Kimber, Eydie Abercrombie, Jacqueline N. Epping, LeeAnn Mordecai, Jimmy Newkirk Jr. and Michael Ray


Physical activity has emerged as a distinct area of public health practice. As this field evolved, the need for a professional organization for physical activity practitioners in public health became evident. A collaboration of several existing public health professional organizations formed to address this new area of public health practice. The collaboration laid the foundation to establish a professional organization. National Association of Physical Activity Practitioners in Public Health (NSPAPPH) was launched in April 2006. NSPAPPH accomplishments to date include convening a national meeting of physical activity practitioners, conducting strategic planning, adopting bylaws and core competencies for professional practice, developing a website and electronic newsletter, and establishing training opportunities for practitioners.


Future plans for NSPAPPH include development of a professional certification for physical activity practitioners in public health; enhancement of training and professional development opportunities; recruitment of members from national, tribal, state, and local organizations working in public and private sectors; publications of journal articles, reports, and issue briefs; and development of a policy agenda. Implementing these plans will serve to strengthen public health infrastructure for physical activity, thus improving the physical activity behaviors of Americans and the health of the nation.

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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.

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Keven A. Prusak, Todd Pennington, Susan Vincent Graser, Aaron Beighle and Charles F. Morgan

Siedentop and Locke (1997) proposed three critical elements that must exist in our profession to make a difference and achieve systemic success in physical education (SSPE): (a) quality PE in the schools, (b) effective physical education teacher education (PETE) programs, and (c) a working relationship between the two. Using Cuban’s (1992) curriculum change and stability framework, this qualitative study examines the existence of a program that has achieved all three elements in the southwestern US. For over three decades some seventy-two teachers in dozens of schools have yearly served over 40,000 children. This study revealed a fully functioning model consisting of four key, interdependent components driven by a system of accountability measures. The results of the SSPE model—quality PE for children—is achieved by (a) district-wide mandated curriculum, methodologies and language, (b) well-defined district PE coordinator roles, (c) a partnership university, and (d) frequent, ongoing professional development. Results of this study strengthen Siedentop and Locke’s (1997) recommendation for collaborative efforts between universities and partner school districts and provide a model to guide and manage the curriculum change process in K-6 PE.

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NATA Cultural Competence Work Group, a collaboration between members of the NATA Ethnic Diversity Advisory Committee, LGBTQ+ Advisory Committee and NATA Executive Committee for Education, along with members from the Professional Education Committee and Professional Development Committee, worked

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Danae Dinkel, Dipti Dev, Yage Guo, Emily Hulse, Zainab Rida, Ami Sedani and Brian Coyle

, parachutes, activity mats) based on their needs. Annual in-service/professional development opportunities were provided for trainers in the summer of 2015 and 2016. Measures To address physical activity environments, 2 of the 5 Go NAP SACC sections were assessed: the Infant and Child Physical Activity

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Amparo Escartí, Ramon Llopis-Goig and Paul M. Wright

school. Teachers were then invited to participate in a professional development course on the TPSR model and implement the model with their classes throughout the school year. In the study, seven voluntary teachers participated, four women and three men, aged 28 to 62 years ( M  = 42.8), with 6 to 36

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Robin S. Vealey, Nick Galli and Robert J. Harmison

exam, and even prouder to earn my recertification by meeting the standard of competence required of a CMPC. Our other reframing suggestion for current certificants is to embrace the opportunity that these new requirements provide to engage in professional development and increased competence. We have

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Julia Walsh and Fraser Carson

umbrella. Signature pedagogies are being discussed and explored in a number of disciplines and becoming commonplace in education of professions while explicit examples can be observed in teacher education ( Eaton, Wagner, Hirashiki, & Ciancio, 2018 ), teacher professional development ( Parker, Patton, & O

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

such as yoga and circuit training (taught by other teachers), and every week teachers participate in a group physical activity during professional development. Finally, classroom physical activity breaks are regularly incorporated into the class schedule and include videos (i.e., online dance), teacher

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Dean Dudley, John Cairney and Jackie Goodway

construct ( Cairney, Clark, Dudley, & Kriellaars, 2019 ); another article provides something of a “hitchhikers guide” to selecting appropriate measures of physical literacy ( Barnett et al., 2019 ); another article reports on the outcomes of a professional development program for primary school teachers in