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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Stakeholders’ Perceptions of Implementation of a Comprehensive School Physical Activity Program: A Review
Shannon C. Mulhearn, Pamela Hodges Kulinna, and Collin Webster
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
A Grassroots Initiative to Engage Classroom Teachers in Increasing Physical Activity
Karie L. Orendorff, Christopher B. Merica, and Cate A. Egan
The Whole School, Whole Community, Whole Child model is an integrated and collaborative approach with school and community stakeholders to increase student health through the development of evidence-based policy and practice ( Lewallen et al., 2015 ). The Whole School, Whole Community, Whole Child
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
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
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
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
Teacher Caring and Perceptions of In-School Play
Sheri L. Burson, Darla M. Castelli, and Heather Erwin
develop skills associated with improved academic performance, behavior, and social-emotional well-being ( Barros et al., 2009 ; Council on School Health et al., 2013 ; Jarrett et al., 1998 ; Stapp & Karr, 2018 ; Wallace & Russ, 2015 ). The Whole School, Whole Community, Whole Child model ( Centers for
Preservice Classroom Teachers’ Self-Efficacy Toward Providing Physical Activity in the Classroom
Hayley B. McKown, Erin E. Centeio, Julienne K. Maeda, Charles F. Morgan, and Kuulei Serna
The whole school, whole community, whole child model and comprehensive school physical activity (PA) programs have been suggested as an effective way for schools to increase the overall health, wellness, and achievement of youth. Using these models and guides, schools are encouraged to increase
Comprehensive School Physical Activity Programs Preparation in Physical Education Teacher Education Programs
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
Physical Activity Within School Contexts: The Bigger Bang Theory
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
