Cate A. Egan

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.

Purpose: Aqualitative exploratory case study was conducted to assess the potential health benefits of a project designed to teach elementary school students about regional Native American history and culture in the classroom, then reinforce learning by providing afterschool physically active lessons (Movement Integration) involving carving canoe paddles and a dugout canoe. Method: Data were collected using individual interviews, focus groups, and researcher observation notes, then reflexive thematic analysis was used to analyze the data. Results: The findings indicated the project may have provided students with health-enhancing experiences while still meeting educational standards in the classroom. Some of the health benefits reported during the project included improved relationships, experiences, and personal growth. Discussion/Conclusion: Academically infused Movement Integration has the potential to influence multiple health outcomes, and further research is warranted.

A comprehensive school physical activity program (CSPAP) is a multi-component framework used by schools to ensure students get at least 60 minutes of daily physical activity and maximize the practical application of physical education knowledge and skills. However, despite overwhelming evidence supporting student benefits of increased physical activity offerings during school, CSPAP implementation remains low. Research indicates that equipping preservice teachers with content knowledge and hands-on experiences in implementing a CSPAP can enhance their self-efficacy to be a physical activity leader (PAL) and increase their likelihood of implementing whole-of-school physical activity programs in the future. Recess is a crucial component of an active school environment and aligns with the objectives of a CSPAP. This article aims to provide a resource for teacher educators to enhance preservice teachers' understanding of how to expand, extend, and enhance recess to support the goals of a CSPAP.

Children need to move their bodies. Movement of the body is also called physical activity. Physically active kids have healthier bodies and minds. When kids are physically active, it helps their bodies and minds feel good. Most kids do not meet national recommendations for physical activity. Schools are a great place to help kids move more. One way to do this is to provide opportunities for kids to be physically active in the classroom. When kids are physically active in the classroom, this is called movement integration. When kids sit for too long, they might feel sad and lonely, but when teachers use movement integration kids feel happier and ready to learn. In this article, we will talk about why movement integration is important and how it can help kids do better in school.

The purpose of this study was to explore elementary-aged students' feelings, emotions and experiences with movement integration (MI) in the classroom. Focus group interviews (n = 6) with 3rd-grade students (N = 34; n = 19 female) and 140 draw-and-write prompts (n = 49 before MI, n = 48 during MI, and n = 43 after MI) were collected. Inductive thematic analysis of the interview transcripts and draw-and-write written responses and illustrations were used to determine patterns, codes, categories and eventual themes. The three overarching themes represented are characterised by student perspectives of MI participation: (a) pleasant affective experiences, (b) unpleasant affective experiences and (c) student wishes. Students enjoyed a variety of MI that included opportunities for socialisation and engagement in lower-intensity MI. In addition, students advocated for several MI activities throughout the school day and teacher engagement during MI to increase their self-efficacy. Furthermore, extended periods of sitting make students physically and emotionally uncomfortable, and socially disconnected from the class.

Role breadth self-efficacy captures how professionals feel about their ability to undertake expanded occupational roles. For physical education teacher education (PETE) faculty, integrating Comprehensive School Physical Activity Program (CSPAP) learning experiences into PETE is beyond traditional requirements that follow national and/or state accreditation standards. Although some programs integrate CSPAP, little is known about PETE faculty’s perspectives on integrating CSPAP. The study aimed to explore PETE faculty’s experiences learning and teaching about CSPAPs. Individual, semi-structured interviews (M = 39.82 min, r = 21–66 min) with PETE faculty (N = 21) were conducted and analyzed. The four themes were as follows: (a) inspired, (b) encouragement, (c) CSPAP champions, and (d) barriers. PETE faculty have greater self-efficacy to be CSPAP champions when inspired and encouraged by peers in PETE, K-12 teachers, through research, and professional development. To effectively integrate CSPAP training into PETE, experiences within school placements and mentorship from experienced teachers are crucial. Incorporating CSPAP into the teacher certification standards could foster broader adoption.

Purpose: The purpose of this study was to better understand Comprehensive School Physical Activity Program (CSPAP) curricular offerings related to physical activity leadership training competencies that occur within physical education teacher education programs across the United States. Methods: Physical education teacher education program stakeholders were emailed an online survey about physical activity leadership training competencies and CSPAP training in physical education teacher education. A total of 142 participants (28% response rate) completed the survey. Descriptive statistics were used, and open-ended questions were analyzed. Results: Participants reported training preservice physical education teachers in CSPAP components: quality physical education (84%), physical activity before/after school (61%), physical activity during school (78%), staff involvement (50%), and family and community engagement (64%). Reported physical activity leadership competency training for preservice physical education teachers included: physical activity content knowledge (99%), leadership competencies (93%), communication and promotion (38%), and collaboration competencies (78%). Discussion/Conclusion: Training classroom teachers and physical education teachers to promote, sustain, and implement CSPAPs is vital to CSPAP uptake in schools.

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 workplace roles. Furthermore, investigating PETs' CSPAP-related role breadth self-efficacy from the perspective of occupational socialization theory could help to identify critical intervention points in PETs' career development to support CSPAP implementation. The purpose of this study, therefore, was to explore PETs' perceptions of how the phases of occupational socialization theory influence their role breadth self-efficacy to be involved with CSPAPs. Stratified random sampling and convenience sampling were used to recruit 25 PETs (n = 16 female) in the United States. Data were collected using individual, semi-structured interviews and analyzed using constant comparison. The findings are represented in three overarching themes, each accompanied by corresponding subthemes: (a) modeling and encouragement from socializing agents, (b) learn by doing: mastery experiences, and (c) agent of change: "I believe in this." The PETs' childhood physical activity experiences, physical activity leadership development within teacher education, mentorship from experienced educators who exemplify effective strategies, and the capacity to foster social capital within the workplace are key factors impacting PETs' CSPAP-related role breadth self-efficacy. Further investigation into mentorship programs for novice PETs to lead CSPAPs and best practices for CSPAP training in teacher education is recommended.

Mounting evidence from intervention research suggests that physical activity (PA) may contribute to children's social and emotional learning (SEL), which is an essential factor in healthy development and well-being. However, there have been no systematic reviews or meta-analyses of PA interventions and their effects on children's SEL. Such research is necessary to assess the growing knowledge base in this area and recommend future directions for research and practice. Based on the comprehensive school physical activity programme (CSPAP) framework, we conducted a systematic review and meta-analysis of PA interventions to increase elementary school children's (5-12 years) SEL. Following the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines we searched six electronic databases for articles during 12-30 April 2021. A total of 32 studies were included in the review and 26 studies were included in the meta-analysis. The meta-analysis revealed a small to moderate effect of CSPAP-aligned PA interventions on SEL (Hedges' g = 0.44). However, there was considerable heterogeneity across studies. PA interventions to increase children's SEL show promise but continued investigation is needed with large sample sizes and rigorous randomised designs. Using the CSPAP framework to guide interventions may facilitate an understanding of how to maximise PA opportunities to enhance children's SEL.

Purpose: Classroom-based physical activity (PA) provides students the opportunity to achieve PA recommendations. However, limited research has examined grassroots efforts for classroom-based PA. The purpose of this study was to share the story of a grassroots initiative to increase PA during school, titled the 150 Project. Methods: Narrative inquiry was used to draw on participants shared experiences to bring the story into existence. Individual interviews were conducted (n = 4, project developers; n = 9, elementary classroom teachers). Interview data were coded to reveal connections and relationships between the participants' stories to form a narrative. Results: The narrative is told by explaining (a) challenge (achieve PA recommendations), (b) action steps (project design), (c) outcomes (student, teacher, and school), and (d) moral of the story (need valid data and increased advocacy for during-school PA). Discussion/Conclusion: The 150 Project successfully trained classroom teachers to increase PA and advocate for PE, but the project is unsustainable without additional support systems.