continue into their adult lives, the Comprehensive School Physical Activity Program (CSPAP) model was intentionally designed to help children achieve 60 min of daily PA ( Centers for Disease Control and Prevention, 2013 ). Comprehensive School Physical Activity Programs include five components within which
Catherine P. Abel-Berei, Grace Goc Karp, Marcis Fennell, Elisa Drake, and Simon Olsen
Collin A. Webster, Diana Mîndrilă, Chanta Moore, Gregory Stewart, Karie Orendorff, and Sally Taunton
In the last decade, the comprehensive school physical activity program (CSPAP) model emerged as a paradigm for school-based physical activity (PA) promotion ( Centers for Disease Control and Prevention, 2013 ; National Association for Sport and Physical Education, 2008 ; Society of Health and
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
Collin A. Webster, Jongho Moon, Hayes Bennett, and Stephen Griffin
the course. Field experiences were informed by the comprehensive school physical activity program (CSPAP) framework, which encompasses five components: (a) physical education (PE), (b) physical activity (PA) during school, (c) PA before and after school, (d) staff involvement, and (e) family and
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.
Tan Leng Goh, James Hannon, Collin Andrew Webster, Leslie William Podlog, Timothy Brusseau, and Maria Newton
High levels of physical inactivity are evident among many American children. To address this problem, providing physical activity (PA) during the school day within the CSPAP framework, is one strategy to increase children’s PA. Thus, the purpose of this study was to examine the effects of a classroom-based PA program on children’s PA. Two hundred and ten students from one school participated in TAKE 10! for 12 weeks. All students wore pedometers and a sample of 64 students wore accelerometers for 4 days during week 1 (baseline), week 8 (midintervention), and week 12 (end-intervention). Data were analyzed using repeated-measures ANOVA. The results showed that students’ daily in-school step counts increased by 672 steps from baseline to midintervention (P < .001). Students’ moderate-to-vigorous intensity PA (MVPA) increased by approximately 2 minutes from baseline to end-intervention (P < .01). In conclusion, participating in TAKE 10! helps children strive toward the goal of recommended daily MVPA.
Sarah A. Doolittle and Paul B. Rukavina
This single case study (Yin, 2009) compares an established urban physical education/sport/physical activity program with two models: Comprehensive School Physical Activity Program/CSPAP (AAHPERD, 2013; CDC, 2013); and Lawson’s propositions (2005) for sport, exercise and physical education for empowerment and community development to determine their applicability in urban schools. Data include semistructured interviews, multiple observations, and artifacts collected over two academic years. Triangulation, peer debriefing, and interpretative and member checks were used for trustworthiness. Findings indicate that most aspects of both theories were evident in the program, though goals exceeded those of CSPAP as stated, and Lawson’s concept of “community” was limited. Major themes related to establishing this CSPAP are described, including practical strategies for budget, scheduling and staffing, and qualities of leadership. Stakeholders reported that they valued the program not for student wellness, but for personal, social and academic well being, as well as for contributions to the school culture.
Laurel Whalen, Jeanne Barcelona, Erin Centeio, and Nathan McCaughtry
’s overall physical and mental health ( Rundle, Park, Herbstman, Kinsey, & Wang, 2020 ). Schools have long been charged with fostering the development of the whole child, which has led to the promotion of inclusive approaches like the Comprehensive School Physical Activity Program (CSPAP), designed to
Collin A. Webster, Emily D’Agostino, Mark Urtel, Jaimie McMullen, Brian Culp, Cate A. Egan Loiacono, and Chad Killian
-based settings is the comprehensive school physical activity program (CSPAP) model (Figure 1 ; Centers for Disease Control and Prevention [CDC], 2019 ). The CSPAP model is the CDC’s ( 2019 ) national framework for physical education and physical activity of school-aged youth in the United States. According to
Ja Youn Kwon, Pamela H. Kulinna, Hans van der Mars, Audrey Amrein-Beardsley, and Mirka Koro-Ljungberg
) and the Centers for Disease Control and Prevention ( 2013 ) have created a Comprehensive School PA Program (CSPAP) model to promote PA in all K–12 schools. CSPAP includes five components: (a) physical education, (b) PA during school, (c) PA before and after school, (d) staff involvement, and (e