Calling All Practitioners

Carson, Russell L.

doi:10.1177/1559827613492604

Cited by 13 publications

(2 citation statements)

References 3 publications

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“…Physical education (PE) has long been recognized as the cornerstone of physical activity promotion efforts in schools. In addition to providing youth with the skills, knowledge, and dispositions necessary for pursuing an active lifestyle, a key aspect of quality PE programming is engaging students in moderate-to-vigorous physical activity (MVPA) during lesson time (Carson, 2013). The Society of Health and Physical Educators (SHAPE) America recommends that 50% of PE lesson time be spent in MVPA (SHAPE America, 2013a).…”

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confidence: 99%

Initial Outcomes of a Participatory-Based, Competency-Building Approach to Increasing Physical Education Teachers’ Physical Activity Promotion and Students’ Physical Activity: A Pilot Study

et al. 2017

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This study examined the initial effects of a participatory-based, competency-/skill-building professional development workshop for physical education (PE) teachers on the use of physical activity (PA) promotion practices (e.g., eliminating lines, small-sided games) and students' moderate-to-vigorous physical activity (MVPA). A total of 823 students (52.8% boys) wore accelerometers at baseline (fall 2015) and outcome (spring 2016) on PE and non-PE days. The System for Observing Fitness Instruction Time+ measured changes in PA promotion practices. Teachers ( n = 9) attended a 90-minute workshop prior to outcome data collection. Mixed-model linear regressions estimated changes in teacher practices and students' MVPA. Three of the nine targeted PA promotion practices changed in the desired direction (i.e., p < .05; increased motor content and lessons taught outdoors, reduced activities with lines), with three more teacher practices trending in the desired direction (i.e., reduced management time and activities with elimination, increased small-sided games). During PE, boys and girls increased MVPA by 2.0 (95% confidence interval [1.1, 3.0]), and 1.3 (95% confidence interval [0.5-2.0]) minutes, respectively. However, there were no statistically significant changes in boys' or girls' MVPA during the school day. Greater implementation of promotion practices by the PE teachers was associated with boys', but not girls', MVPA during PE. Girls in high- and low-implementing teachers' lessons experienced increases in MVPA, suggesting that even small changes in PA promotion practices can increase girls' MVPA during PE. Overall, the workshops were effective at increasing teachers' PA promotion and students' MVPA in PE. Other school-based strategies that complement and extend efforts targeting PE are recommended to increase children's total daily PA.

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confidence: 99%

Initial Outcomes of a Participatory-Based, Competency-Building Approach to Increasing Physical Education Teachers’ Physical Activity Promotion and Students’ Physical Activity: A Pilot Study

et al. 2017

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“…Despite these discouraging findings, comprehensive school physical activity programs (CSPAPs) have been nationally endorsed as a promising strategy to increase youth PA through schools ( 4 ). A CSPAP is a five-component approach to PA promotion to include PA opportunities before, during, and after school, with the goal of youth accumulating 60 min of PA per day ( 5 ). CSPAP activities are typically coordinated at the school level by a “Champion” [also called a “Physical Activity Leader” ( 6 ) or “Director of Physical Activity” ( 7 )] who is tasked with leading implementation efforts ( 7 ).…”

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confidence: 99%

The Application of an Implementation Science Framework to Comprehensive School Physical Activity Programs: Be a Champion!

Moore

Carson

Webster

et al. 2018

Front. Public Health

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Comprehensive school physical activity programs (CSPAPs) have been endorsed as a promising strategy to increase youth physical activity (PA) in school settings. A CSPAP is a five-component approach, which includes opportunities before, during, and after school for PA. Extensive resources are available to public health practitioners and school officials regarding what should be implemented, but little guidance and few resources are available regarding how to effectively implement a CSPAP. Implementation science provides a number of conceptual frameworks that can guide implementation of a CSPAP, but few published studies have employed an implementation science framework to a CSPAP. Therefore, we developed Be a Champion! (BAC), which represents a synthesis of implementation science strategies, modified for application to CSPAPs implementation in schools while allowing for local tailoring of the approach. This article describes BAC while providing examples from the implementation of a CSPAP in three rural elementary schools.

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