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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Shannon C. Mulhearn, Pamela Hodges Kulinna, and Collin Webster
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
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
Maureen R. Weiss, Lindsay E. Kipp, Alison Phillips Reichter, Sarah M. Espinoza, and Nicole D. Bolter
Community, Whole Child Model ( 3 ) that advocates educators, communities, families, and policy makers work together to ensure children are healthy, safe, engaged, supported, and challenged. This approach is also consistent with the goals of the National Physical Activity Plan ( 29 ), which focuses on
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
Ja Youn Kwon, Pamela H. Kulinna, Hans van der Mars, Audrey Amrein-Beardsley, and Mirka Koro-Ljungberg
School, Whole Community, and Whole Child model (e.g., Goc-Karp, Scruggs, Brown, & Kelder, 2014 ). CSPAP and PETE Programs In light of the increased attention to the important role of physical education in the public health field ( Sallis et al., 2012 ) and the national and international recommendations
Thomas L. McKenzie
emphasis on integrating health and education, especially in the Association for Supervision and Curriculum Development and CDC’s Whole School, Whole Community, Whole Child model (WSCC; Association for Supervision and Curriculum Development & CDC, 2014 ). Specific to physical activity, aspects of the
Fábio Saraiva Flôres, Luis Paulo Rodrigues, and Rita Cordovil
. 1 – 17 ). John Wiley & Sons Inc. Lewallen , T. , Hunt , H. , Potts-Datema , W. , Zaza , S. , & Giles , W. ( 2015 ). The whole school, whole community, whole child model: A new approach for improving educational attainment and healthy development for students . Journal of School Health
Phillip Ward, Hal A. Lawson, Hans van der Mars, and Murray F. Mitchell
education). • Priorities for young people’s health, mental health, and well-being, particularly the most vulnerable ones, encourage a shift to a whole school, whole community, and whole child model ( Association for Supervision and Curriculum Development, n.d. ) with blurry boundaries between schools
Darla M. Castelli and Latrice Sales Mitchell
.1080/13573322.2014.975113 Lewallen , T.C. , Hunt , H. , Potts‐Datema , W. , Zaza , S. , & Giles , W. ( 2015 ). The whole school, whole community, whole child model: A new approach for improving educational attainment and healthy development for students . Journal of School Health, 85 ( 11 ), 729 – 739 . doi:10
