The Comprehensive School Physical Activity Program (CSPAP) model is one way to organize physical activity (PA) opportunities within the school setting by providing targeted points of intervention (e.g., physical education, during school hours, before and after school, staff involvement, and family and community involvement; NASPE, 2010). It is recommended that physical education teachers serve as Physical Activity Leaders (PAL) given their expertise and experiences with physical activity in the school setting. The purpose of this study was to two fold: (1) determine the impact of targeted CSPAP professional development on increasing the opportunities for children to be physically active, (2) and explore physical education teachers’ role as a PAL and their efficacy toward providing physical activity opportunities throughout the school day.
Method:
Using a quasi-experimental, mixed-methodological approach, 30 physical education teachers (Male=9; Experience 17.47) completed a pre/post survey related to PA opportunities offered in the school setting and self-efficacy toward providing additional opportunities. Twelve teachers, who were involved in the CSPAP professional development, were followed throughout a 12-month period. Pre-post surveys were conducted among all participants (12 treatment; 18 control), while interviews, observations, and site visits were conducted only among the treatment group. Quantitative data were cleaned; descriptive statistics and a MANCOVA were calculated to determine group differences, while RM-MANCOVA’s were conducted to determine differences from pre to post. Qualitative data were analyzed through constant comparison and trustworthiness strategies included triangulation, peer debriefing, and member checking.
Analysis/Results:
The MANCOVA revealed no significant group difference (p = .06) while the RM-MANCOVAs revealed no significant difference in physical activity opportunities (p=.80) or self-efficacy (p= 09) offered pre/post . Given the change in mean scores, researchers believe that this lack of significance may be attributed to sample size. Qualitative analysis revealed four themes (presented elsewhere; Centeio & Castelli, 2013), as well as three teacher profiles: (1) The teacher as an advocate, (2) Novice Techsters, and (3) Local Community of Practice Member.
Conclusions:
Physical education teachers are capable and willing to provide PA opportunities beyond the school day. Although barriers to implementation and becoming a PAL exist, teacher’s efficacy and professional development may facilitate the implementation of CSPAP and increase the number of physical activity opportunities provided in the school environment.