Implementation evaluation of a professional development program for comprehensive school physical activity leaders

Carson, Russell L.; Kuhn, Ann Pulling; Moore, Justin B.; Castelli, Darla M.; Beighle, Aaron; Hodgin, Katie L.; Dauenhauer, Brian

doi:10.1016/j.pmedr.2020.101109

Cited by 10 publications

(6 citation statements)

References 29 publications

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“…PE teachers felt confident to be a PAL and involved with a CSPAP, but organizational socialization factors (i.e., positive or negative support from administrators and school faculty) were perceived as consequential to their involvement. To overcome organizational socialization barriers, our findings and previous literature highlight the importance of PE teachers developing partnerships with school leaders [32,45,74,75] and fostering teacher and administrator support for effective CSPAP implementation and sustainability [49,50,[76][77][78][79]. Furthermore, RBSE literature suggests supervisors (e.g., school administrators) who provide job enrichment (i.e., increase employee responsibility with decision making) enhance employee RBSE.…”

Section: Discussionmentioning

confidence: 57%

Association of Physical Educators’ Socialization Experiences and Confidence with Respect to Comprehensive School Physical Activity Program Implementation

Merica

Egan

Webster

et al. 2022

IJERPH

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Comprehensive school physical activity programs (CSPAPs) are recommended to support physical education (PE) and increase the amount of physical activity (PA) youth receive each day. However, adoption of CSPAPs in the United States is low. PE teachers are well positioned to lead the implementation of CSPAPs, but research is needed to better understand (a) PE teachers’ confidence to assume the multiple roles involved with CSPAP implementation and (b) the factors that are associated with such confidence. This study examined PE teachers’ role breadth self-efficacy (RBSE) as a measure of PE teachers’ CSPAP-related confidence and its association with seminal life experiences as framed within teacher socialization theory. A survey was emailed to a stratified-random sample of 2976 PE teachers and distributed on social media, garnering a total of 259 responses. Exploratory structural equation modeling supported a three-factor solution for teacher socialization variables (acculturation, professional socialization and organizational socialization), in line with the theoretical framework, and a single factor solution for RBSE. Professional socialization and organizational socialization were significant predictors of RBSE, and qualitative data from open-ended survey questions supported these relationships. The results highlight the importance of preservice teacher education and current employment contexts in PE teachers’ CSPAP-related confidence.

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Section: Discussionmentioning

confidence: 57%

Association of Physical Educators’ Socialization Experiences and Confidence with Respect to Comprehensive School Physical Activity Program Implementation

Merica

Egan

Webster

et al. 2022

IJERPH

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“…Although there is a notable use of qualitative methods in our analyzed corpus, there are still a few papers that use mixed methods, such as the studies by Peeters and Vaidya (2016) or Saunders (2014) , where they show how mixed data collection models can provide a more complete and detailed view of professional capital. By combining quantitative and qualitative methods, objective and subjective data can be collected to provide a deeper understanding of teaching practice and the impact of professional training and development ( Carson et al, 2020 ; Gidari and Kakana, 2022 ). In addition, these mixed models can help address the limitations of individual data collection methods and improve the validity and reliability of results ( Fetters, 2016 ).…”

Section: Findings and Discussionmentioning

confidence: 99%

Learning analytics for enhanced professional capital development: a systematic review

de La Hoz-Ruiz,

Khalil,

Domingo Segovia

et al. 2024

Front. Psychol.

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Background/MotivationThis article presents a systematic review aimed at examining the utilization of learning analytics (LA) to enhance teachers’ professional capital.AimThe study focuses on three primary research questions: (1) exploring the characteristics and approaches of LA in professional capital, (2) investigating suggestions from LA for assessing and improving professional capital, and (3) examining variables studied in enhancing the most intricate dimension of professional capital using LA.MethodologyTo address the research objectives, a systematic review was conducted focusing on the key concepts “learning analytics” and “professional capital.” Following the procedures outlined encompassed in four stages: identification, screening, inclusion, and adequacy. The PRISMA 2009 protocol guided the systematic review process.Principal findingsThe findings of the study underscore the efficacy of LA as a catalyst for improving professional capital, particularly through collaborative learning and the utilization of tools like forums and online learning platforms. Social capital emerges as a pivotal component in integrating diverse types of professional capital, fostering opportunities for knowledge creation and social networking.Conclusion/SignificanceIn conclusion, the study highlights the paramount significance of addressing teachers’ professional capital development through collaborative approaches and leveraging technology, particularly in primary education. The article concludes by emphasizing the imperative for more research and knowledge dissemination in this field, aiming to ensure equity in learning and address the challenges posed by the COVID−19 pandemic.

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“…This finding is in line with a process evaluation of a CSPAP professional development program that also found that PA during the school day was the most commonly implemented component in a CSPAP. 56 These results suggest that PA 12 American Journal of Health Promotion XX(X) 1146 American Journal of Health Promotion 35 (8) during the school day may be the most feasible intervention other than PE to integrate. This review also found that the number of studies decreased as the number of CSPAP components implemented increased.…”

Section: Various Combinations Of Cspap Componentsmentioning

confidence: 97%

A Systematic Review of Multi-Component Comprehensive School Physical Activity Program (CSPAP) Interventions

et al. 2021

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Objective: To identify, review, and describe multicomponent physical activity (PA) interventions in terms of: (a) number and combination of Comprehensive School Physical Activity Program (CSPAP) components, (b) study characteristics, and (c) primary outcomes. Data Source: Five electronic databases (i.e., PubMed, PsychInfo, Physical Education Index, Sport Discus, and ERIC). Study Inclusion and Exclusion Criteria: Included articles were peer-reviewed, written in English language, published since 1987, and included multicomponent school-based interventions. Data Extraction: Data items extracted were: school level, setting, CSPAP component description, health outcomes, academic outcomes, main conclusion, and reference. Data Synthesis: Included articles were synthesized by: (1) CSPAP components utilized, and (2) research outcome measured (i.e., health or academic). Results: Across 32 studies, 11 included physical education plus 1 additional CSPAP component (PE + 1); 10 included PE + 2 additional CSPAP components; 8 included PE + 3 additional CSPAP components; and 1 included all 5 CSPAP components. Two other studies included 2 or 3 CSPAP components without PE. Most interventions targeted health outcomes (94%) rather than academic outcomes (6%). Conclusions: Multicomponent approaches aligned with CSPAPs are effective in promoting PA and other positive outcomes for youth in schools. Future research should seek to understand effects of CSPAP components on a variety of outcomes and settings.

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Implementation evaluation of a professional development program for comprehensive school physical activity leaders

Cited by 10 publications

References 29 publications

Association of Physical Educators’ Socialization Experiences and Confidence with Respect to Comprehensive School Physical Activity Program Implementation

Association of Physical Educators’ Socialization Experiences and Confidence with Respect to Comprehensive School Physical Activity Program Implementation

Learning analytics for enhanced professional capital development: a systematic review

A Systematic Review of Multi-Component Comprehensive School Physical Activity Program (CSPAP) Interventions

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