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Phillip Post and Rebecca Palacios

physical activity programming for children. Addressing childhood inactivity offers not only short-term health benefits but also long-term benefits, given that children who are active are more likely to be active in adolescence ( Gordon-Larsen, Nelson, & Popkin, 2004 ). As a majority of children in the

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Christopher Barton Merica, Cate A. Egan, Collin A. Webster, Diana Mindrila, Grace Goc Karp, David R. Paul, Hailey McKown, and Seth Rose

A comprehensive school physical activity program (CSPAP) is a nationally recommended framework for school-based PA promotion ( Society for Health and Physical Educators of America [SHAPE America], 2015 ). A CSPAP is identified as a coordinated, multicomponent, “whole-of-school approach” to achieve

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Jordan Deneau, Sean Horton, and Paula M. van Wyk

level of physical activity involvement, perspectives on leisure in later life are influenced by variables such as gender, age, and health status. Specifically, there is insufficient knowledge regarding older men’s opinions on physical activity programs ( Bredland, Magnus, & Vik, 2015 ; Bottorff et

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Peter Stoepker, Duke Biber, and Jaimie McMullen

still a need to engage more adolescents in regular PA opportunities. Schools can offer appropriate, contextual environments for inclusive and equitable PA programming and interventions both in and out of school time (OST). A comprehensive school physical activity program (CSPAP) is a multicomponent

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Kahyun Nam, Pamela H. Kulinna, Shannon C. Mulhearn, Hyeonho Yu, Janelle M. Griffo, and Aaron J. Mason

other setting ( Kelder et al., 2014 ). Consequently, the Society of Health and Physical Educators America published an official position statement in 2008 introducing the Comprehensive School Physical Activity Program (CSPAP) model ( Webster et al., 2020 ) as a way of increasing PA in school settings

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Chantelle Zimmer, Meghan H. McDonough, Jennifer Hewson, Ann Toohey, Cari Din, Peter R.E. Crocker, and Erica V. Bennett

social participation and social inclusion among older adults through physical activity since it is a common form of social activity. A growing body of research is recognizing the psychosocial benefits older adults can accrue from participating in group physical activity programs. The development of

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Sheri J. Brock, Christina Beaudoin, Mark G. Urtel, Lisa L. Hicks, and Jared A. Russell

Many higher education institutions offer physical activity, fitness, and sport-based courses to college students, most commonly referred to as instructional physical activity programs (IPAPs). Often, students are attracted to IPAP courses for a myriad of reasons including personal health, skill

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

categories of courses. CSPAP indicates comprehensive school physical activity program. Separate Courses Related to CSPAP Beyond the physical education component in the CSPAP model, 99 programs (68.8%) indicated that they did not have any separate courses for other components of CSPAP (see Figure  2 ). With

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Tan Leng Goh

. Castelli , D.M. , Carson , R.L. , & Kulinna , P.H. ( 2017 ). PETE programs creating teacher leaders to integrate comprehensive school physical activity programs . Journal of Physical Education, Recreation & Dance, 88 ( 1 ), 8 – 10 .

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Michelle Patterson, Meghan H. McDonough, Jennifer Hewson, S. Nicole Culos-Reed, and Erica Bennett

has been criticized for focusing on appearance in younger populations, whereas functionality and older populations have received less attention ( Jankowski et al., 2016 ; Tylka, 2012 ). Group physical activity programs may provide a novel context to examine body image in older women because engaging