Social-Ecological Considerations in Sustaining Comprehensive School Physical Activity Programs: A Follow-Up Study

Autor/inn/en	Nam, Kahyun; Kulinna, Pamela H.; Mulhearn, Shannon C.; Yu, Hyeonho; Griffo, Janelle M.; Mason, Aaron J.
Titel	Social-Ecological Considerations in Sustaining Comprehensive School Physical Activity Programs: A Follow-Up Study
Quelle	In: Journal of Teaching in Physical Education, 42 (2023) 1, S.144-154 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nam, Kahyun)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-5024
Schlagwörter	Physical Activities; Sustainability; Social Influences; Environmental Influences; Health Promotion; Physical Activity Level; Physical Education; Individual Characteristics; Interpersonal Relationship; Interaction; Community Role; School Role; Educational Policy; Teacher Attitudes; Arizona + Suchen Sie Ihr Suchwort? Nachhaltigkeit; Sozialer Einfluss; Environmental influence; Umwelteinfluss; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Körpererziehung; Sportunterricht; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interaktion; Politics of education; Bildungspolitik; Lehrerverhalten
Abstract	Purpose: The purpose of this study was to investigate the perspective of school personnel regarding the impact of social-ecological factors and to identify salient ways to support school personnel in sustaining Comprehensive School Physical Activity Programs. Methods: In this mixed-methods longitudinal study, stakeholders were surveyed at two points in time (n = 67) and interviewed in semistructured interviews (n = 41) using card sorting to understand the influence of social--ecological factors on Comprehensive School Physical Activity Programs sustainability. Results: Across time, the perceived influence of social--ecological levels varied considerably: individual, t(78.86) = -4.22, p < 0.001, d = 0.52, interpersonal, t(88.20) = -2.32, p = 0.023, d = 0.09, organizational, t(80.56) = -2.38, p = 0.02, d = 0.29, and the community factor, t(83.24) = -3.05, p = 0.003, d = 0.30. Stakeholders rated ecological levels from greatest to least influential as individual, organizational, interpersonal, community, and policy. Themes within levels provided a deeper understanding of these influences. Conclusion: To successfully sustain Comprehensive School Physical Activity Programs in schools, balanced support from all social-ecological levels may be needed. (As Provided).
Anmerkungen	Human Kinetics, Inc. 1607 North Market Street, Champaign, IL 61820. Tel: 800-474-4457; Fax: 217-351-1549; e-mail: info@hkusa.com; Web site: http://journals.humankinetics.com/journal/jtpe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01