Comprehensive School Physical Activity Programs

Putting Research into Evidence-Based Practice
Herausgeber: Webster, Collin A.; Carson, Russell

• Broschiertes Buch

Produktbeschreibung

An all-in-one resource that synthesizes the research, theory, and practice on comprehensive school physical activity programs. Also delves into assessment, evaluation, advocacy, policy, partnerships, technology, and more. Suitable for K-12 teachers, PETE faculty and students, and researchers.

---

Hinweis: Dieser Artikel kann nur an eine deutsche Lieferadresse ausgeliefert werden.

Produktdetails

• Verlag: Human Kinetics Publishers
• Seitenzahl: 408
• Erscheinungstermin: 30. April 2019
• Englisch
• Abmessung: 279mm x 217mm x 30mm
• Gewicht: 1140g
• ISBN-13: 9781492559719
• ISBN-10: 1492559717
• Artikelnr.: 55196586

Autorenporträt

Russ Carson, PhD, has 20 years of academic experience, as a secondary physical education and health teacher, teacher educator, accomplished scholar, professor, and founding director of the University of Northern Colorado Active Schools Institute. He is a long-standing leader of the comprehensive school physical activity program (CSPAP) model and its corresponding training programs. He earned his doctorate in health and kinesiology from Purdue University. Collin Webster, PhD, earned his doctorate in physical education and sport studies from the University of Georgia in 2006 and has held academic appointments at the University of South Carolina and the University of Wollongong in Australia. He is a nationally and internationally recognized scholar in the area of youth physical activity promotion, particularly comprehensive school physical activity programs.

Inhaltsangabe

Part I. Foundations and Contemporary Perspectives
Chapter 1. CSPAPs: History, Foundations, Possibilities, and Barriers
Hans van der Mars and Kent A. Lorenz
Emergence of CSPAPs
History and Emergence of CSPAPs
CSPAP’s Roots Within Public Health and National Physical Activity
Recommendations
CSPAP’s Theoretical Roots
Why CSPAPs: A Critical (and Final?) Opportunity to Thrive
Possibilities of CSPAPs
Barriers to Overcome
Learning Aids
Chapter 2. Emerging Policy Landscape Surrounding CSPAPs
Justin B. Moore, Abigail Gamble, David Gardner, Alexandra Peluso, and Danny
Perry
Review of Research
Knowledge Claims
Knowledge Gaps and Directions for Future Research
Evidence-Based Recommendations and Applications
Learning Aids
Case Example
Part II. Conceptual Models for CSPAP Implementation
Chapter 3. Internal Capacity Building: The Role of the CSPAP Champion and
Other School Professionals
Russell L. Carson, Catherine P. Abel-Berei, Laura Russ, Jessica Shawley,
Tanya Peal, and Cyrus Weinberger
Review of Research
Knowledge Claims
Knowledge Gaps and Directions for Future Research
Evidence-Based Recommendations and Applications
Learning Aids
Case Examples
Chapter 4. Capitalizing on Internal–External Partnerships to Maximize
Program Sustainability
Collin A. Webster, Cate A. Egan, and Kevin Brabham
Review of Research
Knowledge Claims
Knowledge Gaps and Directions for Future Research
Evidence-Based Recommendations and Applications
Learning Aids
Case Example
Chapter 5. Social Psychological and Motivational Theoretical Frameworks for
CSPAP Intervention
Megan Babkes Stellino, Spyridoula Vazou, Lyndsie M. Koon, and Katie Hodgin
Review of Theoretical Frameworks for CSPAP Research and Intervention
Description of Theoretically Guided Efforts Across CSPAP Components
Knowledge Claims
Knowledge Gaps and Directions for Future Research
Evidence-Based Recommendations and Applications
Learning Aids
Case Examples
Part III. Research on Program Effectiveness
Chapter 6. Quality Physical Education
Kim C. Graber, Chad M. Killian, and Amelia Mays Woods
Review of Research
Knowledge Claims
Knowledge Gaps and Directions for Future Research
Evidence-Based Recommendations and Applications
Learning Aids
Case Example
Chapter 7. Physical Activity During School
Aaron Beighle, Heather Erwin, Collin A. Webster, and Michelle A. Webster
Review of Research
Knowledge Claims
Knowledge Gaps and Directions for Future Research
Evidence-Based Recommendations and Applications
Learning Aids
Case Examples
Chapter 8. Physical Activity Programs Before and After School
Brian Dauenhauer, Megan Babkes Stellino, Collin A. Webster, and Chuck
Steinfurth
Review of Research
Knowledge Claims
Knowledge Gaps and Directions for Future Research
Evidence-Based Recommendations and Applications
Learning Aids
Case Examples
Chapter 9. Staff Involvement
Collin A. Webster, R. Glenn Weaver, Martha Carman, Lee Marcheschi,
Athanasios (Tom) Loulousis, Spyridoula Vazou, Tan Leng Goh, and Russell L.
Carson
Review of Research
Knowledge Claims
Knowledge Gaps and Directions for Future Research
Evidence-Based Recommendations and Applications
Learning Aids
Case Examples
Chapter 10. Family and Community Engagement
Gregory J. Welk and Joey A. Lee
Review of Research
Knowledge Claims
Knowledge Gaps and Directions for Future Research
Evidence-Based Recommendations and Applications
Learning Aids
Case Example
Chapter 11. Multicomponent Optimization Strategy and CSPAP Implementation
Ashley Phelps, Yeonhak Jung, and Darla M. Castelli
Review of Research
Knowledge Claims
Knowledge Gaps and Directions for Future Research
Evidenced-Based Recommendations and Applications
Learning Aids
Case Examples
Part IV. Contextual Considerations
Chapter 12. CSPAPs in Urban Contexts
Sarah Doolittle, Paul Rukavina, and Kevin Mercier
Review of Research
Knowledge Claims
Knowledge Gaps and Directions for Future Research
Evidence-Based Recommendations and Applications
Learning Aids
Case Example
Chapter 13. CSPAPs in Rural Settings
Pamela Hodges Kulinna, Michalis Stylianou, Kent A. Lorenz, Shannon C.
Mulhearn, Tom Taylor, Shawn Orme, and Alan Everett
Review of Research
Knowledge Claims
Knowledge Gaps and Directions for Future Research
Evidence-Based Recommendations and Applications
Learning Aids
Case Example
Chapter 14. International Perspectives and Initiatives
Jaimie M. McMullen, Déirdre Ní Chróinín, Michalis Stylianou, and Tuija
Tammelin
Review of Research
Knowledge Claims
Knowledge Gaps and Directions for Future Research
Evidence-Based Recommendations and Applications
Learning Aids
Case Examples
Chapter 15. Implementation of CSPAPs in Nontraditional Settings
Timothy A. Brusseau and James C. Hannon
Review of Research
Knowledge Claims
Knowledge Gaps and Directions for Future Research
Evidence-Based Recommendations and Applications
Learning Aids
Case Example
Part V. Developing, Measuring, and Promoting CSPAPs
Chapter 16. Conducting a Systematic Needs Assessment for CSPAP Success
Eloise Elliot, Sean Bulger, Emily Jones, and Alfgeir Kristjansson
Review of Research
Knowledge Claims
Knowledge Gaps and Directions for Future Research
Evidence-Based Recommendations and Applications
Learning Aids
Case Example
Chapter 17. Assessing School Physical Education and Physical Activity
Programs: Selected Tools
Thomas L. McKenzie
Systematic Observation Tools
Self-Report Tools
A Summary Score and an Advocacy Tool
Evidence-Based Recommendations and Applications
Learning Aids
Case Examples
Chapter 18. Evaluating CSPAPs: Measuring Implementation and Impact
Erin E. Centeio and Nate McCaughtry
Review of Research
Knowledge Claims
Knowledge Gaps and Directions for Future Research
Evidence-Based Recommendations and Applications
Learning Aids
Case Example
Chapter 19. Advocating for CSPAPs
Heather E. Erwin and Erin E. Centeio
Review of Research
Knowledge Claims
Knowledge Gaps and Directions for Future Research
Evidence-Based Recommendations and Applications
Learning Aids
Case Examples
Part VI. Looking to the Future
Chapter 20. Preparing Preservice Physical Education Teacher Educators for
CSPAP Implementation
Grace Goc Karp, Helen Brown, Ja Youn Kwon, and Pamela Hodges Kulinna
Review of Research
Knowledge Claims
Knowledge Gaps and Directions for Future Research
Evidenced-Based Recommendations and Applications
Learning Aids
Case Example
Chapter 21. Progress and Possibilities for Technology Integration in CSPAPs
Zan Gao, Zachary Pope, Nan Zeng, Daniel McDonough, and Jung Eun Lee
Review of Research
Knowledge Claims
Knowledge Gaps and Directions for Future Research
Evidence-Based Recommendations and Applications
Learning Aids
Case Example
Chapter 22. A Synergized Strategy Guide for Advancing the Field
Russell L. Carson and Collin A. Webster
How Does the Policy Landscape Reflect the Evolving Values and Traditions of
the CSPAP Model?
What Conceptual and Theoretical Approaches Could Guide CSPAP Practice and
Collaboration?
How Does Context Factor Into Best Practices for CSPAPs?
What Are Some Promising Strategies for Planning, Evaluating, and Promoting
CSPAPs?
What Are the Potential Contributions of Preservice Education and Technology
Integration in CSPAP Research and Practice?
Advancement Strategies
Summary