Facilitators and Inhibitors of the DPA Program and CSPAP Implementation

Background/Purpose: In response to the national threats posed by childhood obesity, a widely advocated whole-of-school approach for improving children’s physical activity levels has been through the five components of a comprehensive school physical activity program (CSPAP):  a) physical education, b) physical activity during school, c) physical activity before/after school, d) staff involvement and e) family/community engagement. However, in order to effectively implement a CSPAP, schools must be equipped with someone to champion and spearhead CSPAP efforts, such as Director of Physical Activity (DPA). The purpose of this study was to identify the facilitators and inhibitors of CSPAP implementation among DPA-trained physical education teachers completing the accompanying DPA certification program.

Method: Participants were sampled from the 88 physical education teachers who attended one of three DPA training workshops in 2012: AAHPERD-Boston (n = 38), Boston public schools, MA, (n = 24), and Louisville, KY (n = 26). Among the 24 teachers who opted to fulfill the DPA certification criteria within one year post training (Carson, 2012), 10 teachers (7 = female; 9 = six or more years of teaching experience) agreed to participate in the study. Qualitative data were collected as part of the certification process in the form of documents and artifacts that evidenced CSPAP implementation. Further, one semi-structured, digitally recorded, phone interview was conducted with each participant following DPA certification. Data were analyzed using content analysis and inductive reasoning, and member checked and triangulated for trustworthiness (Patton, 2002).

Analysis/Results: The major themes for DPA training and certification facilitators were: a) earning professional development credits; and b) receiving financial assistance to offset costs (i.e., grant, scholarship). Major themes for CSPAP implementation facilitators were: a) initial multilevel support (i.e., administrative, classroom teachers or parents), and (b) receptive classroom teachers to activity integration. Major themes for DPA certification inhibitors were (a) perceived increased workload and (b) technology challenges. Major themes for CSPAP implementation inhibitors were: a) multilevel resistance, (b) perceived increased workload, and (c) lack of children safety (i.e., transportation and/or facilities).

Conclusions: This study highlights the importance of instrumental and emotional support from various sources for teachers who seek to assume the role of a DPA to initiate CSPAP implementation. These facilitators and inhibitors should be addressed if the full potential of the DPA and related professional development programs, and ultimately sustainable CSPAP implementation, are to be achieved. This study was funded by the NASPE 30K grant program.