This scoping review aimed to provide a comprehensive overview of empirical research on whole-of-school physical activity (WOSPA) preparation for preservice teachers (PSTs). Following the Preferred Reporting Items for Systematic Reviews extension for Scoping Reviews guidelines, a search across seven databases yielded 28 peer-reviewed articles from five countries focusing on PST involvement with WOSPA. Thematic analysis was used to summarize findings extracted from the selected literature. Research designs included qualitative (19), nonrandomized controlled trials (5), and mixed methods (4). PST experiences with WOSPA promotion addressed physical activity during school (22) and field-based implementation (21). PSTs valued WOSPA opportunities, developed physical activity leadership skills, and desired to lead future programs due to learning experiences. Future research is warranted to explore long-term transfer into the field; cross-institutional and international comparisons; scalable WOSPA learning experiences in teacher education; and their impact on PSTs’ (a) curriculum value orientations, (b) motivation, (c) role-breadth self-efficacy, and (d) perceived mattering.
- Preparation of Preservice Teachers for Whole-of-School Physical Activity Promotion: A Scoping Review of Empirical Evidence
- Christopher Barton Merica - University of Idaho, Movement SciencesCate A. Egan - University of Idaho, Movement SciencesJongho Moon - Montclair State UniversityCollin A. Webster - Texas A&M University – Corpus ChristiTaemin Ha - City University of New YorkLori Klein - University of Idaho
- Kinesiology review (Champaign, Ill.), pp.1-16
- Human Kinetics
- 16
- 996932255501851
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- Movement Sciences
- English
- Journal article