Comprehensive School Physical Activity Programs
Human Kinetics (Verlag)
978-1-4925-5971-9 (ISBN)
Schools are the ideal place to promote and apply the recommended 60 minutes of daily physical activity. But until now, it has been difficult to bridge the gap between research in this area and day-to-day practice in order to establish solid programs.Comprehensive School Physical Activity Programs guides you in effectively supporting physical education and increasing daily physical activity of school children using the Comprehensive School Physical Activity Program (CSPAP) model.
The text mixes CSPAP research, theory and practice. It provides the most in-depth look at the model available. An international team of leaders in the field offer guidance and understanding of the most prominent concepts, issues and developments in the field. This guidance goes beyond the CSPAP model, as they also delve into assessment, evaluation, advocacy, policy, partnerships, international perspectives, technology and more.
Organised into six parts, the first half of the text explores the history of the model, factors that impact programme design and the effectiveness of established programmes. The second half the text looks at programming for urban and rural setting, assessing a school community’s needs and the tools and potential of using technology to deliver and assess CSPAP efforts. Each chapter offers current research, knowledge gaps and directions for recommendations and applications, case studies and questions for discussion.
Comprehensive School Physical Activity is an all-in-one resource that helps schools use strategies to sustain successful physical activity initiatives through CSPAP.
Russ Carson has 20 years of academic experience. He was worked as a secondary physical education and health teacher, teacher educator and professor. He is a long-standing leader of the Comprehensive School Physical Activity Program (CSPAP) model and its corresponding training programmes. He earned his doctorate in health and kinesiology from Purdue University. Colin Webster earned his doctorate in physical education and sport studies from the University of Georgia in 2006. He has also held academic appointments at the University of South Carolina and the University of Wollongong in Australia. He is a nationally and internationally recognised scholar in the area of youth physical activity promotion.
Part I. Foundations and Contemporary Perspectives
Chapter 1. CSPAPs: History, Foundations, Possibilities, and Barriers
Hans van der Mars and Kent A. Lorenz
Emergence of CSPAPs
History and Emergence of CSPAPs
CSPAP’s Roots Within Public Health and National Physical Activity Recommendations
CSPAP’s Theoretical Roots
Why CSPAPs: A Critical (and Final?) Opportunity to Thrive
Possibilities of CSPAPs
Barriers to Overcome
Learning Aids
Chapter 2. Emerging Policy Landscape Surrounding CSPAPs
Justin B. Moore, Abigail Gamble, David Gardner, Alexandra Peluso, and Danny Perry
Review of Research
Knowledge Claims
Knowledge Gaps and Directions for Future Research
Evidence-Based Recommendations and Applications
Learning Aids
Case Example
Part II. Conceptual Models for CSPAP Implementation
Chapter 3. Internal Capacity Building: The Role of the CSPAP Champion and Other School Professionals
Russell L. Carson, Catherine P. Abel-Berei, Laura Russ, Jessica Shawley, Tanya Peal, and Cyrus Weinberger
Review of Research
Knowledge Claims
Knowledge Gaps and Directions for Future Research
Evidence-Based Recommendations and Applications
Learning Aids
Case Examples
Chapter 4. Capitalizing on Internal–External Partnerships to Maximize Program Sustainability
Collin A. Webster, Cate A. Egan, and Kevin Brabham
Review of Research
Knowledge Claims
Knowledge Gaps and Directions for Future Research
Evidence-Based Recommendations and Applications
Learning Aids
Case Example
Chapter 5. Social Psychological and Motivational Theoretical Frameworks for CSPAP Intervention
Megan Babkes Stellino, Spyridoula Vazou, Lyndsie M. Koon, and Katie Hodgin
Review of Theoretical Frameworks for CSPAP Research and Intervention
Description of Theoretically Guided Efforts Across CSPAP Components
Knowledge Claims
Knowledge Gaps and Directions for Future Research
Evidence-Based Recommendations and Applications
Learning Aids
Case Examples
Part III. Research on Program Effectiveness
Chapter 6. Quality Physical Education
Kim C. Graber, Chad M. Killian, and Amelia Mays Woods
Review of Research
Knowledge Claims
Knowledge Gaps and Directions for Future Research
Evidence-Based Recommendations and Applications
Learning Aids
Case Example
Chapter 7. Physical Activity During School
Aaron Beighle, Heather Erwin, Collin A. Webster, and Michelle A. Webster
Review of Research
Knowledge Claims
Knowledge Gaps and Directions for Future Research
Evidence-Based Recommendations and Applications
Learning Aids
Case Examples
Chapter 8. Physical Activity Programs Before and After School
Brian Dauenhauer, Megan Babkes Stellino, Collin A. Webster, and Chuck Steinfurth
Review of Research
Knowledge Claims
Knowledge Gaps and Directions for Future Research
Evidence-Based Recommendations and Applications
Learning Aids
Case Examples
Chapter 9. Staff Involvement
Collin A. Webster, R. Glenn Weaver, Martha Carman, Lee Marcheschi, Athanasios (Tom) Loulousis, Spyridoula Vazou, Tan Leng Goh, and Russell L. Carson
Review of Research
Knowledge Claims
Knowledge Gaps and Directions for Future Research
Evidence-Based Recommendations and Applications
Learning Aids
Case Examples
Chapter 10. Family and Community Engagement
Gregory J. Welk and Joey A. Lee
Review of Research
Knowledge Claims
Knowledge Gaps and Directions for Future Research
Evidence-Based Recommendations and Applications
Learning Aids
Case Example
Chapter 11. Multicomponent Optimization Strategy and CSPAP Implementation
Ashley Phelps, Yeonhak Jung, and Darla M. Castelli
Review of Research
Knowledge Claims
Knowledge Gaps and Directions for Future Research
Evidenced-Based Recommendations and Applications
Learning Aids
Case Examples
Part IV. Contextual Considerations
Chapter 12. CSPAPs in Urban Contexts
Sarah Doolittle, Paul Rukavina, and Kevin Mercier
Review of Research
Knowledge Claims
Knowledge Gaps and Directions for Future Research
Evidence-Based Recommendations and Applications
Learning Aids
Case Example
Chapter 13. CSPAPs in Rural Settings
Pamela Hodges Kulinna, Michalis Stylianou, Kent A. Lorenz, Shannon C. Mulhearn, Tom Taylor, Shawn Orme, and Alan Everett
Review of Research
Knowledge Claims
Knowledge Gaps and Directions for Future Research
Evidence-Based Recommendations and Applications
Learning Aids
Case Example
Chapter 14. International Perspectives and Initiatives
Jaimie M. McMullen, Déirdre Ní Chróinín, Michalis Stylianou, and Tuija Tammelin
Review of Research
Knowledge Claims
Knowledge Gaps and Directions for Future Research
Evidence-Based Recommendations and Applications
Learning Aids
Case Examples
Chapter 15. Implementation of CSPAPs in Nontraditional Settings
Timothy A. Brusseau and James C. Hannon
Review of Research
Knowledge Claims
Knowledge Gaps and Directions for Future Research
Evidence-Based Recommendations and Applications
Learning Aids
Case Example
Part V. Developing, Measuring, and Promoting CSPAPs
Chapter 16. Conducting a Systematic Needs Assessment for CSPAP Success
Eloise Elliot, Sean Bulger, Emily Jones, and Alfgeir Kristjansson
Review of Research
Knowledge Claims
Knowledge Gaps and Directions for Future Research
Evidence-Based Recommendations and Applications
Learning Aids
Case Example
Chapter 17. Assessing School Physical Education and Physical Activity Programs: Selected Tools
Thomas L. McKenzie
Systematic Observation Tools
Self-Report Tools
A Summary Score and an Advocacy Tool
Evidence-Based Recommendations and Applications
Learning Aids
Case Examples
Chapter 18. Evaluating CSPAPs: Measuring Implementation and Impact
Erin E. Centeio and Nate McCaughtry
Review of Research
Knowledge Claims
Knowledge Gaps and Directions for Future Research
Evidence-Based Recommendations and Applications
Learning Aids
Case Example
Chapter 19. Advocating for CSPAPs
Heather E. Erwin and Erin E. Centeio
Review of Research
Knowledge Claims
Knowledge Gaps and Directions for Future Research
Evidence-Based Recommendations and Applications
Learning Aids
Case Examples
Part VI. Looking to the Future
Chapter 20. Preparing Preservice Physical Education Teacher Educators for CSPAP Implementation
Grace Goc Karp, Helen Brown, Ja Youn Kwon, and Pamela Hodges Kulinna
Review of Research
Knowledge Claims
Knowledge Gaps and Directions for Future Research
Evidenced-Based Recommendations and Applications
Learning Aids
Case Example
Chapter 21. Progress and Possibilities for Technology Integration in CSPAPs
Zan Gao, Zachary Pope, Nan Zeng, Daniel McDonough, and Jung Eun Lee
Review of Research
Knowledge Claims
Knowledge Gaps and Directions for Future Research
Evidence-Based Recommendations and Applications
Learning Aids
Case Example
Chapter 22. A Synergized Strategy Guide for Advancing the Field
Russell L. Carson and Collin A. Webster
How Does the Policy Landscape Reflect the Evolving Values and Traditions of the CSPAP Model?
What Conceptual and Theoretical Approaches Could Guide CSPAP Practice and Collaboration?
How Does Context Factor Into Best Practices for CSPAPs?
What Are Some Promising Strategies for Planning, Evaluating, and Promoting CSPAPs?
What Are the Potential Contributions of Preservice Education and Technology Integration in CSPAP Research and Practice?
Advancement Strategies
Summary
| Erscheinungsdatum | 15.03.2019 |
|---|---|
| Verlagsort | Champaign, IL |
| Sprache | englisch |
| Maße | 216 x 279 mm |
| Gewicht | 1111 g |
| Themenwelt | Studium ► Querschnittsbereiche ► Prävention / Gesundheitsförderung |
| ISBN-10 | 1-4925-5971-7 / 1492559717 |
| ISBN-13 | 978-1-4925-5971-9 / 9781492559719 |
| Zustand | Neuware |
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