A PEP grant’s influence on change in a school district: One year post funding

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.

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A PEP grant’s influence on change in a school district: One year post funding

Cited by 3 publications

References 18 publications

Equipping high school classroom teachers to support physical activity

Equipping high school classroom teachers to support physical activity

Sustainability Requires Many Faces of Support

Preparing Teachers for Physical Activity Leadership: Status of Comprehensive School Physical Activity Program in Physical Education Teacher Education

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