A Systematic Review of Multi-Component Comprehensive School Physical Activity Program (CSPAP) Interventions

Kuhn, Ann Pulling; Stoepker, Peter; Dauenhauer, Brian; Carson, Russell L.

doi:10.1177/08901171211013281

Cited by 34 publications

(17 citation statements)

References 58 publications

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“…Over the past decade, the Comprehensive School Physical Activity Program (CSPAP) has been widely accepted and applied to school health practice. The idea of CSPAP is to provide students with adequate PA opportunities by means of a multi-component approach before, during, and after school hours ( Pulling Kuhn et al, 2021 ). Quality PE is the foundation of the program, along with the other four components, namely, PA during school, PA before and after school, family and community engagement, and staff involvement ( Erwin et al, 2013 ).…”

Section: Discussionmentioning

confidence: 99%

Fitness Promotion in a Jump Rope-Based Homework Intervention for Middle School Students: A Randomized Controlled Trial

Huang

Song²,

Zhao³

et al. 2022

Front. Psychol.

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Physical activity (PA) homework offers a promising approach for students to be physically active after school. The current study aims to provide holistic insights into PA homework design and the effects of implementation in practice. In total, ninety-three middle school students were randomly assigned to a homework group (HG) or control group (CG). Participants in HG (n = 47) were requested to complete jump rope homework three times per week for 12 weeks, while their counterparts in CG attended one health education class every week. A homework sheet was used to provide instructions and record information for exercise behaviors during homework completion. Physical fitness tests were conducted to investigate the effects of the jump rope homework on the physical fitness of middle school students. After the intervention, participants in HG reported moderate to vigorous PA during jump rope exercise. The average duration for each practice was approximately 48 min. The returned homework sheets accounted for 86.88% of all homework assignments, indicating a good completion rate. Compared with their counterparts in CG, participants performing jump rope exercise indicated greater improvement in speed, endurance, power, and core muscular endurance. Jump rope homework strengthened physical fitness for middle school students, which provided a valuable addition to comprehensive school PA practice.

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Section: Discussionmentioning

confidence: 99%

Fitness Promotion in a Jump Rope-Based Homework Intervention for Middle School Students: A Randomized Controlled Trial

Huang

Song²,

Zhao³

et al. 2022

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…For example, in a recent systematic review that considered 32 school-based physical activity studies, most included physical education plus one or two additional components (e.g., physical activity before or after school), while fewer (eight) included physical education and three additional whole-school components. Only one study included all five CSPAP components [4]. Despite the variability in the types of initiatives/interventions, it appears that multicomponent, whole-school approaches to physical activity promotion can result in positive outcomes for youth [4].…”

Section: Introductionmentioning

confidence: 99%

“…Only one study included all five CSPAP components [4]. Despite the variability in the types of initiatives/interventions, it appears that multicomponent, whole-school approaches to physical activity promotion can result in positive outcomes for youth [4].…”

Section: Introductionmentioning

confidence: 99%

A Day in the Life: Secondary School Students’ Experiences of School-Based Physical Activity in Ireland, Finland, and the United States

McMullen

Brooks

Iannucci

et al. 2022

IJERPH

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Internationally, there is an effort to have schools adopt a whole-school approach to physical activity promotion. Such a model includes physical activity opportunities throughout the whole school day, including physical education; before, during, and after school physical activity; and staff and community engagement. The purpose of this study was to describe the physical activity experiences of young people attending secondary schools in Finland, Ireland, and the United States where a whole-school approach to physical activity promotion was employed. One school in each country was identified based on its adoption of a national physical activity initiative (i.e., Finland—Finnish Schools on the Move; Ireland—Active School Flag; United States—Let’s Move Active Schools). Data were collected through observation with field notes, photos, and interviews with key stakeholders. The results are presented as analytic narrative vignettes that represent a “typical” school day. The results provide a glimpse into available physical activity opportunities for young people at each school and demonstrate an emphasis on active school culture.

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“…Comprehensive School Physical Activity Programs (CSPAP) have the potential to reverse obesogenic trends by engaging multiple partners through five points of intervention: (a) physical education, (b) during the school day PA (e.g., recess, classroom PA), (c) staff involvement, (d) before-and afterschool PA, and (e) community engagement (Ploeg et al, 2014;Burns et al, 2015;Pulling Kuhn et al, 2021). Given the multiplicity of models like CSPAP, there are natural barriers to their integration (Bates et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…If successful, school-university collaborations address the potential shortcomings in teacher education or inexperience. The bidirectional relationships between schools and universities are well-intended, but few studies have examined the effects of school-based PA interventions on behavior using an integrative community-based participatory approach (Hogan et al, 2014;Wallace, 2019;Pulling Kuhn et al, 2021). Further, despite community engagement being included in the CSPAP, there is a paucity of research related to the role of community organizations in the promotion of PA.…”

Section: Introductionmentioning

confidence: 99%

Development of a School-Based Physical Activity Intervention Using an Integrated Approach: Project SMART

et al. 2021

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Physical activity (PA) is a health-protective factor with multiple benefits for school-age children, yet only 22% of children and adolescents living in the United States (United States) accrue the recommended amount of moderate to vigorous PA. Given the prevalence of insufficient PA among children, promoting and providing PA opportunities during the school day, especially when integrated into the curriculum and linked to the learning standards, is essential for children. The purpose of this paper is to describe the procedure for the development of a school-based PA program using an integrated approach through the modified intervention mapping protocol (IMP). A total of 22 physical education teachers and 167 children from five different elementary schools were involved in the process. The procedure includes the Self-Determination Theory (SDT) that provides a theoretical framework that plays a vital role in motivating students to have a physically active lifestyle. This study applied SDT and IMP to develop and pilot a PA intervention called Project SMART using an integrative community participatory approach. As a pilot PA intervention, Project SMART is an online educational game where the students navigate a virtual journey across the United States A class’s aggregate PA propels the students on their journey, where standards-based modules are unlocked to achieve STEM (science, technology, engineering, and math) and social-emotional learning outcomes while gaining an understanding of the importance of health behaviors and opportunities to habitually engage in healthy decision-making with the support of their peers. Although initially labor intensive for the researchers, the process of tailoring the intervention to the children’s contextual and cultural needs has implications for all theoretically grounded and evidence-based PA interventions.

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A Systematic Review of Multi-Component Comprehensive School Physical Activity Program (CSPAP) Interventions

Cited by 34 publications

References 58 publications

Fitness Promotion in a Jump Rope-Based Homework Intervention for Middle School Students: A Randomized Controlled Trial

Fitness Promotion in a Jump Rope-Based Homework Intervention for Middle School Students: A Randomized Controlled Trial

A Day in the Life: Secondary School Students’ Experiences of School-Based Physical Activity in Ireland, Finland, and the United States

Development of a School-Based Physical Activity Intervention Using an Integrated Approach: Project SMART

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