Parker, Melissa


Smith, Mark A.

Committee Member

Sinclair, Christina

Committee Member

Dauenhauer, Brian


Sport Pedagogy


University of Northern Colorado

Type of Resources


Place of Publication

Greeley (Colo.)


University of Northern Colorado

Date Created





248 pages

Digital Origin

Born digital


Recent recognition related to the importance of physical activity participation in living a healthy lifestyle (Centers for Disease Control and Prevention [CDC], 2010b; Physical Activity Guidelines Advisory Committee, 2008), as well as the rise in obesity rates (Ogden, Carroll, Kit, & Flegal, 2012), and physical inactivity (Council on Sports Medicine and Fitness and Council on School Health, 2006) has led to increased attention to the physical activity levels of children. In response, the Comprehensive School Physical Activity Program (CSPAP) model (American Alliance for Health, Physical Education, Recreation, and Dance [AAHPERD], 2011b; CDC, 2013) and a “whole-of-school” approach (Institute of Medicine, 2013) have been promoted in an attempt to help individuals work towards achieving physical activity recommendations (CDC, 1997; National Association for Sport and Physical Education [NASPE], 2008). Physical educators are the most likely to be CSPAP leaders in school settings (Carson, 2012), yet a paucity of research examines their viewpoints. Examination of 17 physical educators’ perspectives of and factors related to implementing CSPAPs revealed that, though they were implementing CSPAP model components that met the unique needs of schools, there was little knowledge of the CSPAP model. Reasons for implementing CSPAPs focused on teaching lifelong skills with 8 elements facilitating and challenging the CSPAP implementation process. While all CSPAP components play important roles in providing physical activity for all members of a school and community, the question remains, “Does a “whole of school” physical activity program necessarily have to include activities in all five areas within the CSPAP model?” What may be more important than adhering to the CSPAP model was the concept of building school culture and providing opportunities for physical activity with goals related to encouraging healthy, active lifestyles within individual schools and communities. Physical activity promotion in school settings has not been a new concept; therefore, the importance of school personnel embracing the concept of “whole-of-school” physical activity programs (Institute of Medicine, 2013), or adhering to a more prescriptive CSPAP model should be examined. Research should continue to examine physical activity programs, as well as identify facilitators and challenges to program implementation and policies in school settings.

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