SWITCH-ing Quality Physical Education to Multicomponent Comprehensive School Physical Activity Programs

Dados Bibliográficos

ID21556677
AutoresDarla M Castelli (0000-0002-8862-578X, Twitter (United States)), Gregory J Welk (0000-0001-7132-9725), Greg Welk, Timothy A Brusseau (0000-0002-8234-3546, Twitter (United States)), Jaimie Mcmullen (0000-0001-8157-8442)
Ano2022
Volume93
Fascículo5
Páginas35-42
Data de publicação2022-06-13
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoJournal of Physical Education Recreation & Dance (JOURNAL)
Identificadores do periódicoISSN: 0730-3084 • E-ISSN: 2168-3816
EditoraInforma UK Limited (PUBLISHER • GB)
DOI10.1080/07303084.2022.2053484
OpenAlexW4285407431
IdiomaEN
Citações recebidas1
Referências citadas43

Comprehensive School Physical Activity Programs (CSPAP) coordinate physical activity opportunities for school-age children through physical education, programs offered before/after school and during the school day, and those facilitated through staff involvement and community engagement. An active school is considered to implement quality physical education and one additional CSPAP component. This paper aims to describe evidence-based school initiatives that have used a multicomponent approach to integrating CSPAP in schools. Common themes will be summarized to provide strategies and suggestions on creating, implementing, and sustaining a CSPAP in schools. The Let’s Get Fit to Learn partnered with local underserved elementary schools to increase physical activity at school designed to improve or increase health and on-task behaviors. The Whole Communities-Whole Health is an equity-centered, community-engaged research project one outcome is to deeply integrate physical activity into the school curriculum. SWITCH (School Wellness Integration Targeting Child Health) is an evidence-based CSPAP designed to build capacity through a partnership with 4-H Youth Development. In Ireland, Active School Flag is a national initiative focused on self-reflection, action planning and collaboration at the school level and provides options for schools to achieve the “Flag.” Multicomponent CSPAP purposefully links multiple points of intervention to maximize physical activity opportunities for children. Given the implementation of culturally relevant and contextually grounded learning opportunities in and around schools, the potential for impact and sustainability is high

Curriculum · General partnership · Medical education · Pedagogy · Physical education · Political science · Children's Physical and Motor Development · Medicine · Obesity, Physical Activity, Diet · Physical Activity and Health · Psychology