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

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’ de...

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Bibliographic Details
Published in:Kinesiology review (Champaign, Ill.) Ill.), 2020-05, Vol.9 (2), p.159-169
Main Authors: Mulhearn, Shannon C., Kulinna, Pamela Hodges, Webster, Collin
Format: Article
Language:English
Subjects:
Exercise
Physical education
Teachers
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Summary: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.
ISSN:2163-0453
2161-6035
DOI:10.1123/kr.2019-0045