since there is a “captive” population of students, and the children are in the presence of role models such as peers and their teachers ( Kelso et al., 2020 ; Sevil-Serrano et al., 2022 ). The whole-of-school approach involves supportive policies by engaging multicomponents such as staff, students
Piyawat Katewongsa, Panya Choolers, Pairoj Saonuam, and Dyah Anantalia Widyastari
Collin A. Webster, Judith E. Rink, Russell L. Carson, Jongho Moon, and Karen Lux Gaudreault
graphics are in the public domain. PA = physical activity; PE = physical education. The CSPAP model has become a widely disseminated paradigm in the literature concerning whole-of-school approaches to youth PA promotion. A sufficient corpus of CSPAP scholarship has grown to warrant the publication of the
Jeanne Barcelona, Erin Centeio, Paige Arvidson, and Kowsar Hijazi
whole-of-school health program to virtual delivery during the initial wave of the pandemic (March–June, 2020). The Dearborn School Health through Integrated Nutrition and Exercise Strategies (D-SHINES) program went virtual in March 2020, in order to support student and family healthy eating (HE) and
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
investment area. The final content for each of the investments was agreed upon through consensus. The 8 investments are explained below and summarized in Figure 1 . Figure 1 — Eight Investments that Work for Physical Activity . Eight Investments That Work for Physical Activity 1. ‘Whole-of-School’ Programs
Alejandra Jáuregui, Selene Pacheco-Miranda, Armando García-Olvera, and Emanuel Orozco-Núñez
The earlier in life this important health behavior can be ingrained, the greater the impact will be on lifelong health. Schools can play an important role in helping youth meet PA guidelines, 9 especially when taking a whole-of-school approach, 10 in which curricular quality physical education (QPE
Laura B. Russ, Collin A. Webster, Michael W. Beets, and David S. Phillips
A “whole-of-school” approach is nationally endorsed to increase youth physical activity (PA). Aligned with this approach, comprehensive school physical activity programs (CSPAP) are recommended. Distinct components of a CSPAP include physical education (PE), PA during the school day (PADS), PA before/after school (PABAS), staff wellness (SW), and family/community engagement (FCE). The effectiveness of interventions incorporating multiple CSPAP components is unclear. A systematic review and meta-analysis were conducted examining the effectiveness of multicomponent interventions on youth total daily PA.
Electronic databases were searched for published studies that (1) occurred in the US; (2) targeted K–12 (5–18 years old); (3) were interventions; (4) reflected ≥ 2 CSPAP components, with at least 1 targeting school-based PA during school hours; and (5) reported outcomes as daily PA improvements. Standardized mean effects (Hedge’s g) from pooled random effects inverse-variance models were estimated.
Across 14 studies, 12 included PE, 5 PADS, 1 PABAS, 2 SW, and 14 FCE. No studies included all 5 CSPAP components. Overall, intervention impact was small (0.11, 95% CI 0.03–0.19).
As designed, there is limited evidence of the effectiveness of multicomponent interventions to increase youth total daily PA. Increased alignment with CSPAP recommendations may improve intervention effectiveness.
Huda Al Siyabi, Ruth M. Mabry, Amal Al Siyabi, Moosa Al Subhi, and Karen Milton
playground markings, active classrooms, and guidelines on adopting a whole-of-school approach to physical activity promotion; and initiatives to improve the environment for physical activity including marking footpaths to indicate distance walked in the capital area and the production of guidelines on public
Janelle Griffo, Kahyun Nam, Hans van der Mars, Pamela Kulinna, and Allison Ross
). Therefore, various initiatives to support PA programming are underway to take preemptive measures to promote PA throughout the day (e.g., whole-of-school approach to PA, Comprehensive School Physical Activity Program, Active Schools; Institute of Medicine, 2013 ; World Health Organization, 2011 ). Whole-of-school
Kahyun Nam, Pamela H. Kulinna, Shannon C. Mulhearn, Hyeonho Yu, Janelle M. Griffo, and Aaron J. Mason
( Society of Health and Physical Educators, 2015 ). Given its potential benefit, the CSPAP model has been consistently cited as one of the most effective whole-of-school approaches in the literature for promoting active lifestyles among youth ( Carson & Webster, 2019 ). An ecological approach can be
Shannon C. Mulhearn, Pamela Hodges Kulinna, and Collin Webster
physical education lesson. The call to action from international public health organizations including the former Institute of Medicine ( 2013 ; now the National Academy of Medicine), the Centers for Disease Control and Prevention ( 2013 ), and the World Health Organization ( 2016 ) for whole-of-school