Schoolwide Physical Activity Programs Delivered by Directors of Physical Activity

Background/Purpose: In March 2012, the National Association for Sport and Physical Education [NASPE] launched a professional development program to certify physical education teachers as a Director of Physical Activity (DPA), or school-based champion that spearhead the implementation of a comprehensive school physical activity program (CSPAP). The purpose of this study is to examine the CSPAP efforts delivered and documented by five cohorts of DPA-trained physical educators.

Method: Study participants were 162 physical education teachers who attended one of five DPA training workshops in 2011 and 2012: Wichita, KS (n = 41), Kansas City, KS (n = 23), Lafayette, LA (n = 33), and two from Baton Rouge, LA (n = 65). Besides attending the onsite six-hour workshop, enrolled physical educators interested in becoming DPA certified were expected to develop an action plan that outlines the multiple steps and resources needed to implement a new CSPAP opportunity, beyond physical education, within one calendar year post training. To ensure CSPAP fidelity and implementation, teachers were asked to submit representative evidence (i.e., artifacts such as pictures, etc.) that document the completion of each action plan step. Action plans and artifacts were uploaded to a website accessible to DPA-trained teachers seeking certification.

Analysis/Results: Action plan and artifact data were analyzed within and across cohorts. Action plans were categorized by targeted CSPAP component (e.g., staff involvement) and then descriptively analyzed for program frequency (e.g., one-time), program type (e.g., wellness night), and number and types of implementation steps. Artifacts types were analyzed for commonalities overall, by CSPAP component, and by action plan step. Results indicated that across cohorts physical activity during the school day was the most targeted CSPAP component (52%), and recurring brain breaks (23%) and running clubs (10%) were the most frequently chosen program types overall. Action plans predominantly included five steps (64%) with the most commonly selected first step being to obtain administration approval (59%). The most frequently submitted artifacts across CSPAP components for steps 2-4 were photographs. No within cohort differences were found.

Conclusions: This study provides evidence for the potential programmatic impact of CSPAP implementation when delivered by a trained physical educator who assumes the role of a school-based physical activity champion. Consequently, this study confirms the utility of the DPA certification program and similar professional development programs in the future (e.g., Physical Activity Leader). This work was funded by the NASPE 30K grant program and Active Living Research.