Background/Purpose: The purpose of this study was to confirm, challenge and extend NASPE’s model of Comprehensive School Physical Activity Program (2012) by studying an established urban public PreK-8 school PE/PA/Sport program with similar goals. CSPAP is intended to inspire changes in conventional Physical Education and school physical activity and sport programs to develop physically educated students who participate in daily physical activity, and are prepared for lifetime physical activity. But too little is understood about how to transform ordinary programs into comprehensive PE/PA/Sport programs, especially in large urban school districts. By studying this successful program and comparing it to CSPAP, we can critique the CSPAP model, identifying potential issues for implementation and institutionalization in urban school settings.
2. Method: A critical case study design was used to test this well-formulated theory (Yin, 2009). The program for this case was selected because it appeared to be a naïve example of CSPAP in practice. For one year, two researchers collected quantitative and qualitative data to describe the evolution and impact of the program. In-depth interviews, multiple observations, documents, and program evaluation data were collected. Data analysis was structured by CSPAP propositions and circumstances. Conventional procedures were followed for trustworthiness.
3. Analysis/Results: The program was developed and managed by the PE teachers over 8 years who were unaware of CSPAP, but initiated the program to achieve similar goals. The program provides high quality PE that meets city and state time mandates, and nearly 80% of MS students participate in no-cut competitive sports and a wide variety of physical activity clubs. Equipment is acquired through successful networking and fundraising, and community facilities and programs are integrated. Classroom teachers serve as coaches. Many academic and social benefits are directly attributed to this program.
4. Conclusions: Critique of the CSPAP model is offered. This critical case study confirms the feasibility of CSPAP as a viable policy model for urban public Pre-K-8 schools, but several aspects unacknowledged by the CSPAP model were considered essential for program success: 1) leadership by a visionary physical education teacher 2) recruitment and support of teachers as coaches; 3) collaboration with community agencies and programs; and 4) a shared program philosophy based on personal/social development and well-being of students. Achieving minutes of activity or fitness goals was less important than working toward students’ social emotional growth. This value may be key to long-term institutionalization of a CSPAP programs in urbanPre-K-8 schools.