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10,000 Steps Rockhampton: Evaluation of a Whole Community Approach to Improving Population Levels of Physical Activity

Wendy J. Brown, Kerry Mummery, Elizabeth Eakin, and Grant Schofield


To describe the effectiveness of a multi-strategy physical activity (PA) intervention.


Self-report data from random samples were collected prior to and following intervention. Social marketing, healthcare provider, and environmental strategies were concurrently implemented with a central coordinating theme of “10,000 Steps Rockhampton.”


There was evidence of significant project reach and awareness. The downward trend in PA seen in the comparison community (48.3% to 41.9% “active”) was not evident in Rockhampton. Women were the “early adopters” in this project; with an increase of 5% (95% CI: –0.6, 10.6) in the percent categorized as “active” (compared with decreases among women in the comparison community and among men in both communities).


High levels of project awareness, combined with modest increases in activity levels in women, demonstrate initial project effects. Longer term interventions, focusing on sustainable individual, social, and environmental change strategies are needed to maintain and improve this result.

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Stakeholders’ Perceptions of Implementation of a Comprehensive School Physical Activity Program: A Review

Shannon C. Mulhearn, Pamela Hodges Kulinna, and Collin Webster

The Comprehensive School Physical Activity Program (CSPAP) is a whole-school model for increasing opportunities throughout the school day for access to physical activity (PA). Opportunities for PA during the school day are an important part of the field of kinesiology and critical to individuals’ developing patterns of lifetime PA. Guided by Guskey’s theory of teacher change, this scoping literature review summarizes findings from 29 studies that collected data concerning the perceptions of stakeholders in a CSPAP. Teachers’ lifelong learning process is the focus, including K-12 classroom and physical education teachers and students, as well as current preservice classroom and physical education teacher education students and education faculty at teacher-preparation institutions. Positive perceptions of CSPAP programs were reported by all stakeholder groups. Although studies often include barriers to implementation, the stakeholders generally shared strategies to overcoming these and focused on benefits to the school setting that the researchers explained in their discussions.

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Chapter 9: Pathways Toward Desirable Futures

Murray F. Mitchell, Hal A. Lawson, Hans van der Mars, and Phillip Ward

Century conditions. Third, we believe that the field needs to embrace the Whole School, Whole Community, and Whole Child model ( Centers for Disease Control, 2021 ), not because it is the only way to proceed, but because it represents a potentiality of how students might be best served in their school and

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Chapter 7: Selective Integration: Roles for Public Health, Kinesiology, and Physical Education

Darla M. Castelli and Latrice Sales Mitchell

approaches over cross-disciplinary is most commonly found in organizational frameworks such as Whole School, Whole Community, Whole Child (WSCC). Selective Integration of Kinesiology Into PETE Organizational frameworks are an invitation to a workgroup, whereby a field is being welcomed into the space to

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The Pandemic as an Opportunity to Reflect on Athletic Training Research

Jeffrey B. Driban and Patrick O. McKeon

and inclusiveness. This requires our community do more than just ensuring our review panels, editorial boards, committees, and speaker panels represent our stakeholders’ diversity. We also need to have honest discussions about whether we are serving the whole community. We need to consider the

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Eight Investments That Work for Physical Activity

Karen Milton, Nick Cavill, Anna Chalkley, Charlie Foster, Sjaan Gomersall, Maria Hagstromer, Paul Kelly, Tracy Kolbe-Alexander, Jacqueline Mair, Matthew McLaughlin, James Nobles, Lindsey Reece, Trevor Shilton, Ben J. Smith, and Jasper Schipperijn

, including both indoor and outdoor facilities and amenities, 36 as well as opportunities through formal and informal clubs and programs. 37 , 38 Mass events that engage whole communities can help to create a social norm for participation in sport and recreation. 39 , 40 7. Workplaces The workplace is one

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Girls on the Run: Impact of a Physical Activity Youth Development Program on Psychosocial and Behavioral Outcomes

Maureen R. Weiss, Lindsay E. Kipp, Alison Phillips Reichter, Sarah M. Espinoza, and Nicole D. Bolter

meeting the goals of National Physical Activity Plan and Whole School, Whole Community, Whole Child Model. Along with evidence that Girls on the Run is an effective PA-PYD program, we note some limitations and future research directions. First, implementation feasibility resulted in 3 councils being

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The Dissemination and Implementation of Recess Guidelines, Policies, and Practices During the COVID-19 Pandemic

Edward B. Olsen, Emi Tsuda, James D. Wyant, Ranaysia Burrell, Jessica Mukherjee, Ara McKay, Joseph Herrera, and David Labrador

have mastered in a typical school year. Recess in Schools The Whole School, Whole Community, and Whole Child model (WSCC) was developed to improve learning and health by ensuring every child in all schools are healthy, safe, engaged, supported, and challenged ( Centers for Disease Control and

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Chapter 3: PK–12 School Physical Education: Conditions, Lessons Learned, and Future Directions

Phillip Ward, Hans van der Mars, Murray F. Mitchell, and Hal A. Lawson

recommend that our curriculums create stronger connections with the community in which schools exist. The Whole School, Whole Community, Whole Child (WSCC) model is the first of its kind, developed by the Association for Supervision and Curriculum Development ( n.d. ) and the Centers for Disease Control and

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Chapter 4: Physical Education Teacher Education Initial Certification: Meeting the Challenges

Phillip Ward, Murray F. Mitchell, Hal A. Lawson, and Hans van der Mars

-based model to a salutogenic model of health, and (d) including stronger connections with the community in which schools exist using the Whole School Whole Community and Whole Child model ( Association for Supervision and Curriculum Development, n.d. ). We will not repeat the case here, but we acknowledge