Physical Education and Physical Activity Within a Whole School, Whole Community, Whole Child Approach
Dados Bibliográficos
| ID | 21556689 |
|---|---|
| Autores | Brian Dauenhauer (0000-0001-6766-1178, Yangon University of Economics, autor correspondente), Peter Stoepker (0000-0002-1925-5690, Twitter (United States)) |
| Ano | 2022 |
| Volume | 93 |
| Fascículo | 2 |
| Páginas | 12-19 |
| Data de publicação | 2022-02-12 |
| Peer Reviewed | Sim |
| Open Access | Não |
| Tipo | ARTICLE |
| Periódico | Journal of Physical Education Recreation & Dance (JOURNAL) |
| Identificadores do periódico | ISSN: 0730-3084 • E-ISSN: 2168-3816 |
| Editora | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/07303084.2022.2020050 |
| OpenAlex | W4220880195 |
| Idioma | EN |
| Citações recebidas | 6 |
| Referências citadas | 39 |
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 extensive resources to support the implementation of CSPAP in schools from organizations such as the Centers for Disease Control and Prevention (CDC), Springboard to Active Schools, and SHAPE America – Society of Health and Physical Educators. Health and physical education (HPE) professionals interested in promoting PE and PA in schools should focus on four main strategies: (1) ensure quality PE, (2) follow the steps in the CDC’s CSPAP Guide, (3) advocate for PE and PA at the school, district, and state levels, and (4) participate in continuing professional development related to the five components of CSPAP. For physical education teacher education (PETE) programs wishing to support CSPAP, it is essential to first develop high quality PE teachers. Then, they can consider a variety of strategies for extending preservice teacher learning to other school PA opportunities through integrated coursework and alternative field experiences. One key to successful CSPAP implementation is collaboration with community members outside of the school, including universities. The article concludes with a hypothetical example of how a school could integrate the strategies outlined here
Cornerstone · Coursework · Mathematics education · Medical education · Pedagogy · Physical education · Sociology · Children's Physical and Motor Development · Computer Science · Medicine · Obesity, Physical Activity, Diet · Physical Education and Pedagogy · Psychology
Promoting Children’s Social-Emotional Competencies Through Intentionally Designed After-School Programs
Lessons learned from an undergraduate seminar to prepare preservice physical education teachers as whole-of-school physical activity leaders
The Role of Physical Education Within the National Physical Activity Plan
Promoting an Active School Culture
Inclusion of Students With Disabilities in Physical Education
Developing an Inclusive Dance Guide for Children With Cerebral Palsy
Physical Activity, Fitness, Cognitive Function, and Academic Achievement in Children
The association between school-based physical activity, including physical education, and academic performance
A review of research on Sport Education
Evidence Based Physical Activity for School-age Youth
The Physical Activity Guidelines for Americans
The Whole School, Whole Community, Whole Child Model
Systematic review of the health benefits of physical activity and fitness in school-aged children and youth
Teaching personal and social responsibility model-based programmes in physical education
| Obras citantes distintas | 6 |
|---|---|
| Citações por ano | 3 |
| Intervalo de citações | 2024 - 2026 (3) |
| Velocidade de citação | current |
| Altamente citado | Não |
| Tipos de citação | Neutras: 6 |