Physical Education and Physical Activity within a Whole School, Whole Community, Whole Child Approach

Autor/inn/en	Dauenhauer, Brian; Stoepker, Peter
Titel	Physical Education and Physical Activity within a Whole School, Whole Community, Whole Child Approach
Quelle	In: Journal of Physical Education, Recreation & Dance, 93 (2022) 2, S.12-19 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Stoepker, Peter)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0730-3084
DOI	10.1080/07303084.2022.2020050
Schlagwörter	Physical Education Teachers; Teacher Role; Health Education; Physical Activities; Preservice Teacher Education; Teacher Competencies; Holistic Approach; Educational Environment; Family Environment; Elementary Secondary Education; Family Involvement; Educational Quality; Physical Activity Level; Faculty Development + Suchen Sie Ihr Suchwort? Physical education; Physical training; Teacher; Teachers; Sportlehrer; Lehrerrolle; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Lehramtsstudiengang; Lehrerausbildung; Lehrkunst; Holistischer Ansatz; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Familienmilieu; Quality of education; Bildungsqualität
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01