Brian Dauenhauer
Datos Biográficos
| ID | 4638714 |
|---|---|
| NOMBRE | Brian Dauenhauer |
| NOMBRES | Brian |
| APELLIDO | Dauenhauer |
| FIRMA | DAUENHAUER B |
| AFILIACIONES | University of Northern Colorado |
| ORCID | 0000-0001-6766-1178 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 13 |
| TOTAL DE CITAS | 0 |
| TOTAL COMO AUTOR | 13 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2016 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 0 |
Chasing rainbows
Despite the central importance of school leadership in the successful implementation of new programs, little research has explored administrators’ views concerning whole-of-school physical activity (PA) initiatives, which can support students’ academic performance and healthy development. A critical knowledge gap exists in the context of secondary education, where whole-of-school PA implementation may face nuanced challenges. The purpose of this …
Comprehensive school physical activity program technology practice questionnaire (CSPAP-TPQ)
The impact of physical activity leadership training on establishing an active school culture
Physical Activity Enjoyment, Physical Activity Behavior, and Motor Competence in Low-Income Elementary School Students
This study aimed to investigate the relationship between low-income elementary school students’ physical activity enjoyment and physical activity behavior and to determine if their motor competence predicts their physical activity enjoyment and physical activity behavior. A total of 82 students (51.2% male; Mage = 10, SD = 0.861) from two Title I elementary schools in the western United States were involved in this study. The students completed t…
Social-ecological and biographical perspectives of principals’ involvement in comprehensive school physical activity programs
Background The World Health Organization recommends a whole-of-school approach to promoting youth physical activity (PA) and there are several examples of this approach internationally. In the United States, the comprehensive school PA program (CSPAP) model serves as the national framework for school-based physical education (PE) and PA. Part of the implementation support structure for a CSPAP is staff involvement. Although there is a growing bod…
Promoting an Active School Culture
Within a whole-of-school approach to student wellness, comprehensive school physical activity programs (CSPAPs) offer opportunities for physical activity before, during, and after the school day. However, to successfully influence behavior and fully reap the physical, cognitive, and psychological benefits of an active lifestyle, schools must strive to embed a culture of physical activity into the fabric of the school community. The national Activ…
Punch, Kick and Block! Teaching Taekwondo Aligned With Standards-Based Physical Education
This article introduces the fundamental concepts and introductory techniques of Taekwondo education, including learning activities, and proposes games using the introductory techniques in accordance with both national physical education standards and the five tenets of Taekwondo
Physical Education and Physical Activity Within a Whole School, Whole Community, Whole Child Approach
The purpose of this article is to introduce the Comprehensive School Physical Activity Program (CSPAP) model as the physical education (PE) and physical activity (PA) component of the Whole School, Whole Community, Whole Child (WSCC) model. CSPAP consists of five core elements including quality PE, PA during school, PA before/after school, staff involvement, and family & community engagement, with quality PE serving as the cornerstone. There are …
Before- and After-School Physical Activity
Before- and after-school programs can be excellent opportunities for schools to provide supplemental physical activity (PA) and reinforce the knowledge, skills, and dispositions taught in physical education, particularly when some schools may perceive PA during the school day as competing with academic learning time. Before- and after-school PA programs can be offered directly by school staff, or in partnership with community organizations, and c…
A Physical Literacy Index
According to SHAPE America, quality physical education promotes physical literacy by addressing five core standards: motor skills, knowledge, health-related fitness, personal and social behavior, and values. The purpose of this article is to introduce a physical literacy index, identify resources that could be used to assess physical literacy, and provide an example of how one team of physical education professionals used a physical literacy inde…
Health-Related Fitness Levels among Title I Elementary School Students
Over the past few decades, studies have emphasized improving children's health by increasing health-related fitness levels. Despite the known benefits of health-related fitness in youth, studies have also highlighted a lack of physical activity opportunities for children living in low-income households. The purpose of this study was to investigate the health-related fitness levels of students attending Title I (low-income) elementary schools. A t…
Principals’ involvement in comprehensive school physical activity programmes
To support school physical education, United States (US) national organizations in medicine, health, and education recommend that schools adopt comprehensive school physical activity programmes (CSPAPs). An important factor in successful CSPAP implementation is the involvement of the school principal. The purpose of this study was to examine relationships between principals’ self-reported CSPAP involvement and their social-ecological-based percep…
Effects of a Three-Tiered Intervention Model on Physical Activity and Fitness Levels of Elementary School Children
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Effects of a Three-Tiered Intervention Model on Physical Activity and Fitness Levels of Elementary School Children
Principals’ involvement in comprehensive school physical activity programmes
To support school physical education, United States (US) national organizations in medicine, health, and education recommend that schools adopt comprehensive school physical activity programmes (CSPAPs). An important factor in successful CSPAP implementation is the involvement of the school principal. The purpose of this study was to examine relationships between principals’ self-reported CSPAP involvement and their social-ecological-based percep…
A Physical Literacy Index
According to SHAPE America, quality physical education promotes physical literacy by addressing five core standards: motor skills, knowledge, health-related fitness, personal and social behavior, and values. The purpose of this article is to introduce a physical literacy index, identify resources that could be used to assess physical literacy, and provide an example of how one team of physical education professionals used a physical literacy inde…
Health-Related Fitness Levels among Title I Elementary School Students
Over the past few decades, studies have emphasized improving children's health by increasing health-related fitness levels. Despite the known benefits of health-related fitness in youth, studies have also highlighted a lack of physical activity opportunities for children living in low-income households. The purpose of this study was to investigate the health-related fitness levels of students attending Title I (low-income) elementary schools. A t…
Punch, Kick and Block! Teaching Taekwondo Aligned With Standards-Based Physical Education
This article introduces the fundamental concepts and introductory techniques of Taekwondo education, including learning activities, and proposes games using the introductory techniques in accordance with both national physical education standards and the five tenets of Taekwondo
Physical Education and Physical Activity Within a Whole School, Whole Community, Whole Child Approach
The purpose of this article is to introduce the Comprehensive School Physical Activity Program (CSPAP) model as the physical education (PE) and physical activity (PA) component of the Whole School, Whole Community, Whole Child (WSCC) model. CSPAP consists of five core elements including quality PE, PA during school, PA before/after school, staff involvement, and family & community engagement, with quality PE serving as the cornerstone. There are …
Before- and After-School Physical Activity
Before- and after-school programs can be excellent opportunities for schools to provide supplemental physical activity (PA) and reinforce the knowledge, skills, and dispositions taught in physical education, particularly when some schools may perceive PA during the school day as competing with academic learning time. Before- and after-school PA programs can be offered directly by school staff, or in partnership with community organizations, and c…
Physical Activity Enjoyment, Physical Activity Behavior, and Motor Competence in Low-Income Elementary School Students
This study aimed to investigate the relationship between low-income elementary school students’ physical activity enjoyment and physical activity behavior and to determine if their motor competence predicts their physical activity enjoyment and physical activity behavior. A total of 82 students (51.2% male; Mage = 10, SD = 0.861) from two Title I elementary schools in the western United States were involved in this study. The students completed t…
Social-ecological and biographical perspectives of principals’ involvement in comprehensive school physical activity programs
Background The World Health Organization recommends a whole-of-school approach to promoting youth physical activity (PA) and there are several examples of this approach internationally. In the United States, the comprehensive school PA program (CSPAP) model serves as the national framework for school-based physical education (PE) and PA. Part of the implementation support structure for a CSPAP is staff involvement. Although there is a growing bod…
Promoting an Active School Culture
Within a whole-of-school approach to student wellness, comprehensive school physical activity programs (CSPAPs) offer opportunities for physical activity before, during, and after the school day. However, to successfully influence behavior and fully reap the physical, cognitive, and psychological benefits of an active lifestyle, schools must strive to embed a culture of physical activity into the fabric of the school community. The national Activ…
Comprehensive school physical activity program technology practice questionnaire (CSPAP-TPQ)
The impact of physical activity leadership training on establishing an active school culture
Chasing rainbows
Despite the central importance of school leadership in the successful implementation of new programs, little research has explored administrators’ views concerning whole-of-school physical activity (PA) initiatives, which can support students’ academic performance and healthy development. A critical knowledge gap exists in the context of secondary education, where whole-of-school PA implementation may face nuanced challenges. The purpose of this …
Psychology (10 obras) · Children's Physical and Motor Development (9 obras) · Medicine (9 obras) · Medical education (7 obras) · Obesity, Physical Activity, Diet (7 obras) · Physical education (7 obras) · Physical Education and Pedagogy (6 obras) · Mathematics education (5 obras) · Pedagogy (5 obras) · Physical activity (5 obras)