Collin A Webster
Dados Biográficos
| ID | 3748643 |
|---|---|
| NOME | Collin A Webster |
| PRENOMES | Collin A |
| SOBRENOME | Webster |
| ASSINATURA | WEBSTER C A |
| AFILIAÇÕES | University of South Carolina |
| ORCID | 0000-0003-1680-9149 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 24 |
| TOTAL DE CITAÇÕES | 12 |
| TOTAL COMO AUTOR | 24 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2007 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 2 |
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 …
Lessons learned from an undergraduate seminar to prepare preservice physical education teachers as whole-of-school physical activity leaders
Background Most youth worldwide do not reach the recommended 60 min of daily physical activity (PA). Schools provide a distinct public health infrastructure for implementing Whole-of-School (WOS) approaches, which draw upon social-ecological supports to increase PA. Although WOS PA training in physical education teacher education has expanded, gaps remain in preparing preservice teachers as school PA leaders. The purpose of this study was to exam…
An in-depth analysis of two physical education teachers’ individual and collaborative reflective practices while learning to implement the SKIP curriculum
Background: Teachers’ reflective practices can support professional growth and are pivotal to the successful adoption of innovative curricula in physical education (PE). Collaborative reflection, or co-reflection, warrants exploration as it may be a more powerful method than individual reflection to foster critical engagement and deeper insight into the teaching act. The purpose of this study was to examine two PE teachers’ co-reflections on the …
Classroom movement integration in the EdTech era
This paper addresses the crucial challenge of physical inactivity in K–12 students within the rapidly evolving educational technology (EdTech) landscape by proposing the Dynamic Pipeline of Technology-Driven Movement Integration (MI) framework and its guiding protocol for the successful implementation of this framework. This novel framework strategically integrates technology with MI principles to create dynamic classrooms where physical activity…
Digital Learning to Support Whole‐School Physical Activity Opportunities
BACKGROUND: Daily physical activity (PA) among children and adolescents remains far below recommended levels, with participation disparities across socioeconomic status, race/ethnicity, and disability. Whole-school approaches to PA promotion, such as the Comprehensive School Physical Activity Program (CSPAP), offer a framework for promoting equitable PA opportunities; however, implementation barriers persist. CONTRIBUTIONS TO PRACTICE: This artic…
Blending Technology with Classroom Movement Integration
Multiple national organizations and a substantial body of research highlight that schools are ideally positioned to promote physical activity (PA) among children and adolescents. One effective approach to extending students’ school-based PA beyond traditional programs, such as physical education and recess, is through movement integration (MI)—the incorporation of PA at any intensity level during regular classroom time. Integrating technology int…
Students’ Mental Health Profiles and Their Association With Health Behaviors and School Satisfaction in Dubai‐Based British Curriculum Schools
Health behavior, mental health, and school satisfaction are associated in school‐aged youth. However, most previous research examining such associations does not account for unique groupings of these variables based on person‐centered analyses. This study examined student mental health profiles and their association with health behaviors and school satisfaction. Students ( N = 315, M age = 11.39) from two British curriculum schools in Dubai, the …
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…
Student profiles of physical activity, screen time, sleep quality and dietary habits and their association with mental health and school satisfaction
The interrelated nature of mental health and indicators of school success in children and adolescents has been under‐investigated from a person‐centered perspective. In this exploratory study, we examined patterns of health behavior in relation to mental health and school satisfaction. A convenience sample of 315 students ( M age = 11.39; SD = 2.045) from two British schools in Dubai, the United Arab Emirates participated in an online survey that…
We can do this”
In the United States, the Comprehensive School Physical Activity Program (CSPAP) is a whole-of-school framework to ensure youth meet physical activity guidelines. Physical education teachers (PETs) are poised to be CSPAP leaders, but implementation is low. PETs’ involvement with CSPAPs may be better understood through the lens of their role breadth self-efficacy, which captures how professionals feel about their ability to undertake expanded work…
Development of the system for observing virtual real time lessons in physical education (SOVRTL-PE)
Staff Involvement and Family and Community Engagement
The staff involvement (SI) and family and community engagement (FCE) components of the CSPAP framework constitute the support system for program implementation and sustainability. These components embody the essence of the framework because they focus on the coordination and synergy needed for a successful program, and such attributes are the hallmark of multicomponent approaches to school-based health promotion. But what does it take to galvaniz…
Association of Physical Educators’ Socialization Experiences and Confidence with Respect to Comprehensive School Physical Activity Program Implementation
Comprehensive school physical activity programs (CSPAPs) are recommended to support physical education (PE) and increase the amount of physical activity (PA) youth receive each day. However, adoption of CSPAPs in the United States is low. PE teachers are well positioned to lead the implementation of CSPAPs, but research is needed to better understand (a) PE teachers' confidence to assume the multiple roles involved with CSPAP implementation and (…
Flipping the Script
The FLA may be a practical lesson enhancement strategy to increase student MVPA and improve PE opportunities for students in low SES schools when compared to the use of traditional instruction. The results of this study demonstrated positive potential of using FLA in PE but should be considered within the context of their limitations. Further examination of the FLA is warranted
Virtual Physical Education During Covid-19
Introduction: School closures prompted by the COVID-19 pandemic reduced opportunities for US youth to be physically active and disproportionately impacted health disparities in this population. Physical education provides the largest intervention to support the physical activity of school-aged youth, but teachers' opinions about how to maintain quality programming during virtual learning periods remain unexplored. Applying a diversity, equity and…
Understanding Elementary Classroom Teachers' Use of Movement Integration Resources
Movement integration (MI) – infusing physical activity (PA) into normal classroom time during school – is an evidence-based strategy to support elementary children's health and education. However, few elementary classroom teachers in the United States appear to be using MI resources. In order to understand teachers’ MI resource use, this study’s purpose was threefold: (a) to examine teachers’ perceptions about MI and MI resources, (b) to identify…
Elementary Classroom Teachers’ Self-Reported Use of Movement Integration Products and Perceived Facilitators and Barriers Related to Product Use
Movement integration (MI) products are designed to provide children with physical activity during general education classroom time. The purpose of this study was to examine elementary classroom teachers' self-reported use of MI products and subsequent perceptions of the facilitators of and barriers to MI product use. This study utilized a mixed-methods design. Elementary classroom teachers (n = 40) at four schools each tested four of six common M…
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…
Statewide dissemination and implementation of physical activity standards in afterschool programs
Clinical Trial Registration: NCT02394717
Viability of university service learning to support movement integration in elementary classrooms
Classroom teachers’ experiences implementing a movement integration program
Integrating movement in academic classrooms
In the context of comprehensive and coordinated approaches to school health, academic classrooms have gained attention as a promising setting for increasing physical activity and reducing sedentary time among children. The aims of this paper are to review the rationale and knowledge base related to movement integration in academic classrooms, consider the practical applications of current knowledge to interventions and teacher education, and sugg…
Nutritional policies and standards for snacks served in after-school programmes
Objective To review and synthesize existing national and state organizations’ policies related to the nutritional quality of snacks served in after-school programmes (ASP; 15.00–18.00 hours) in the USA. Design Systematic review of websites and corresponding documentation describing national and state-level ASP organizations’ policies, standards, guidelines and/or recommendations for the nutritional quality of snacks served within the ASP setting.…
How the best get better
The purpose of this study was to analyse the self-monitoring strategies that 31 expert golf instructors used to improve their teaching. Specifically, criteria characteristic of both instructional strengths and weaknesses were identified, as were the strategies these teachers used to continue to develop their strengths and improve their areas of weakness. Data were collected at Golf Magazine's Top 100 Teacher Summit held at Pinehurst, NC. Teachers…
Classroom teachers’ experiences implementing a movement integration program
Virtual Physical Education During Covid-19
Introduction: School closures prompted by the COVID-19 pandemic reduced opportunities for US youth to be physically active and disproportionately impacted health disparities in this population. Physical education provides the largest intervention to support the physical activity of school-aged youth, but teachers' opinions about how to maintain quality programming during virtual learning periods remain unexplored. Applying a diversity, equity and…
Viability of university service learning to support movement integration in elementary classrooms
How the best get better
The purpose of this study was to analyse the self-monitoring strategies that 31 expert golf instructors used to improve their teaching. Specifically, criteria characteristic of both instructional strengths and weaknesses were identified, as were the strategies these teachers used to continue to develop their strengths and improve their areas of weakness. Data were collected at Golf Magazine's Top 100 Teacher Summit held at Pinehurst, NC. Teachers…
Nutritional policies and standards for snacks served in after-school programmes
Objective To review and synthesize existing national and state organizations’ policies related to the nutritional quality of snacks served in after-school programmes (ASP; 15.00–18.00 hours) in the USA. Design Systematic review of websites and corresponding documentation describing national and state-level ASP organizations’ policies, standards, guidelines and/or recommendations for the nutritional quality of snacks served within the ASP setting.…
Integrating movement in academic classrooms
In the context of comprehensive and coordinated approaches to school health, academic classrooms have gained attention as a promising setting for increasing physical activity and reducing sedentary time among children. The aims of this paper are to review the rationale and knowledge base related to movement integration in academic classrooms, consider the practical applications of current knowledge to interventions and teacher education, and sugg…
Classroom teachers’ experiences implementing a movement integration program
Statewide dissemination and implementation of physical activity standards in afterschool programs
Clinical Trial Registration: NCT02394717
Viability of university service learning to support movement integration in elementary classrooms
Understanding Elementary Classroom Teachers' Use of Movement Integration Resources
Movement integration (MI) – infusing physical activity (PA) into normal classroom time during school – is an evidence-based strategy to support elementary children's health and education. However, few elementary classroom teachers in the United States appear to be using MI resources. In order to understand teachers’ MI resource use, this study’s purpose was threefold: (a) to examine teachers’ perceptions about MI and MI resources, (b) to identify…
Elementary Classroom Teachers’ Self-Reported Use of Movement Integration Products and Perceived Facilitators and Barriers Related to Product Use
Movement integration (MI) products are designed to provide children with physical activity during general education classroom time. The purpose of this study was to examine elementary classroom teachers' self-reported use of MI products and subsequent perceptions of the facilitators of and barriers to MI product use. This study utilized a mixed-methods design. Elementary classroom teachers (n = 40) at four schools each tested four of six common M…
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…
Virtual Physical Education During Covid-19
Introduction: School closures prompted by the COVID-19 pandemic reduced opportunities for US youth to be physically active and disproportionately impacted health disparities in this population. Physical education provides the largest intervention to support the physical activity of school-aged youth, but teachers' opinions about how to maintain quality programming during virtual learning periods remain unexplored. Applying a diversity, equity and…
Staff Involvement and Family and Community Engagement
The staff involvement (SI) and family and community engagement (FCE) components of the CSPAP framework constitute the support system for program implementation and sustainability. These components embody the essence of the framework because they focus on the coordination and synergy needed for a successful program, and such attributes are the hallmark of multicomponent approaches to school-based health promotion. But what does it take to galvaniz…
Association of Physical Educators’ Socialization Experiences and Confidence with Respect to Comprehensive School Physical Activity Program Implementation
Comprehensive school physical activity programs (CSPAPs) are recommended to support physical education (PE) and increase the amount of physical activity (PA) youth receive each day. However, adoption of CSPAPs in the United States is low. PE teachers are well positioned to lead the implementation of CSPAPs, but research is needed to better understand (a) PE teachers' confidence to assume the multiple roles involved with CSPAP implementation and (…
Flipping the Script
The FLA may be a practical lesson enhancement strategy to increase student MVPA and improve PE opportunities for students in low SES schools when compared to the use of traditional instruction. The results of this study demonstrated positive potential of using FLA in PE but should be considered within the context of their limitations. Further examination of the FLA is warranted
Development of the system for observing virtual real time lessons in physical education (SOVRTL-PE)
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…
Student profiles of physical activity, screen time, sleep quality and dietary habits and their association with mental health and school satisfaction
The interrelated nature of mental health and indicators of school success in children and adolescents has been under‐investigated from a person‐centered perspective. In this exploratory study, we examined patterns of health behavior in relation to mental health and school satisfaction. A convenience sample of 315 students ( M age = 11.39; SD = 2.045) from two British schools in Dubai, the United Arab Emirates participated in an online survey that…
We can do this”
In the United States, the Comprehensive School Physical Activity Program (CSPAP) is a whole-of-school framework to ensure youth meet physical activity guidelines. Physical education teachers (PETs) are poised to be CSPAP leaders, but implementation is low. PETs’ involvement with CSPAPs may be better understood through the lens of their role breadth self-efficacy, which captures how professionals feel about their ability to undertake expanded work…
Blending Technology with Classroom Movement Integration
Multiple national organizations and a substantial body of research highlight that schools are ideally positioned to promote physical activity (PA) among children and adolescents. One effective approach to extending students’ school-based PA beyond traditional programs, such as physical education and recess, is through movement integration (MI)—the incorporation of PA at any intensity level during regular classroom time. Integrating technology int…
Students’ Mental Health Profiles and Their Association With Health Behaviors and School Satisfaction in Dubai‐Based British Curriculum Schools
Health behavior, mental health, and school satisfaction are associated in school‐aged youth. However, most previous research examining such associations does not account for unique groupings of these variables based on person‐centered analyses. This study examined student mental health profiles and their association with health behaviors and school satisfaction. Students ( N = 315, M age = 11.39) from two British curriculum schools in Dubai, the …
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 …
Lessons learned from an undergraduate seminar to prepare preservice physical education teachers as whole-of-school physical activity leaders
Background Most youth worldwide do not reach the recommended 60 min of daily physical activity (PA). Schools provide a distinct public health infrastructure for implementing Whole-of-School (WOS) approaches, which draw upon social-ecological supports to increase PA. Although WOS PA training in physical education teacher education has expanded, gaps remain in preparing preservice teachers as school PA leaders. The purpose of this study was to exam…
An in-depth analysis of two physical education teachers’ individual and collaborative reflective practices while learning to implement the SKIP curriculum
Background: Teachers’ reflective practices can support professional growth and are pivotal to the successful adoption of innovative curricula in physical education (PE). Collaborative reflection, or co-reflection, warrants exploration as it may be a more powerful method than individual reflection to foster critical engagement and deeper insight into the teaching act. The purpose of this study was to examine two PE teachers’ co-reflections on the …
Classroom movement integration in the EdTech era
This paper addresses the crucial challenge of physical inactivity in K–12 students within the rapidly evolving educational technology (EdTech) landscape by proposing the Dynamic Pipeline of Technology-Driven Movement Integration (MI) framework and its guiding protocol for the successful implementation of this framework. This novel framework strategically integrates technology with MI principles to create dynamic classrooms where physical activity…
Digital Learning to Support Whole‐School Physical Activity Opportunities
BACKGROUND: Daily physical activity (PA) among children and adolescents remains far below recommended levels, with participation disparities across socioeconomic status, race/ethnicity, and disability. Whole-school approaches to PA promotion, such as the Comprehensive School Physical Activity Program (CSPAP), offer a framework for promoting equitable PA opportunities; however, implementation barriers persist. CONTRIBUTIONS TO PRACTICE: This artic…
Medicine (16 obras) · Psychology (15 obras) · Children's Physical and Motor Development (13 obras) · Inclusion and Disability in Education and Sport (12 obras) · Physical Education and Pedagogy (12 obras) · Medical education (10 obras) · Pedagogy (10 obras) · Physical education (9 obras) · Computer Science (7 obras) · Mathematics education (7 obras)