Involving Families and Communities in CSPAP Development Using Asset Mapping

Allar, Ishonté; Elliott, Eloise; Jones, Emily; Kristjánsson, Álfgeir L.; Taliaferro, Andrea; Bulger, Sean M.

doi:10.1080/07303084.2017.1280439

Cited by 13 publications

(12 citation statements)

References 29 publications

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“…An increased effectiveness could also be obtained, combining system thinking approaches with asset mapping, which has been demonstrated as an alternative approach to increasing health promotion outcomes [ 35 ]. Although asset mapping does not build capacity, it does represent an economical approach for identifying resources that increase capabilities and opportunities for physical activity [ 36 ]. When combined with contemporary systems, thinking approaches may lead to an increased effectiveness of interventions and a realisation of the broad impact potential in school and community settings.…”

Section: Discussionmentioning

confidence: 99%

Multi-Component Physical Activity Interventions in the UK Must Consider Determinants of Activity to Increase Effectiveness

Faghy

Armstrong-Booth

Staples

et al. 2021

JFMK

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Interventions to increase physical activity in children have adopted broad approaches and achieved varying success. There is a need to adopt approaches underpinned with a theoretical basis. Accordingly, the aim here was to implement and evaluate a 12-week intervention designed using the concepts of the COM-B model to determine the effect this has on physical activity levels. One hundred and forty-seven school-age children (mean age 8.9 ± 1.3 years) took part in a 12-week program delivered in a school setting. Topics included physical activity, healthy eating, sleep quality and reducing screen time/sedentary activities when not in school. A sample of participants wore a wrist-worn accelerometer for seven days pre-and post-intervention (N = 11). The physical activity frequency was unchanged (2.9 ± 1.0 AU) when compared with post-intervention values (3.1 ± 0.8 AU, mean increase 6.8 ± 3.7%, p > 0.05). Changes were observed in the daily consumption of fruit and vegetables (pre-intervention 44.6% vs. post-intervention 60.2%, p < 0.05). Sedentary time, light activity, moderate activity and vigorous activity were unchanged post-intervention (p > 0.05). There is a need to adopt a broader approach that incorporates a theoretical basis and considers the complex ways by which physical activity behaviours are influenced.

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Section: Discussionmentioning

confidence: 99%

Multi-Component Physical Activity Interventions in the UK Must Consider Determinants of Activity to Increase Effectiveness

Faghy

Armstrong-Booth

Staples

et al. 2021

JFMK

View full text Add to dashboard Cite

show abstract

“…Such conceptualizations can help teacher educators organize professional preparation experiences for preservice and in-service teachers and guide researchers' lines of inquiry and intervention programming. The schematic in Figure 2 was designed with these purposes in mind, based on literature spanning (a) issues of equity and inclusion in online learning (e.g., Basham, Stahl, Ortiz, Rice, & Smith, 2015;Centeio, 2017;Huerta, Shafer, Barbour, Miron, & Gulosino, 2015), (b) OLPE (e.g., Harris & Metzler, 2019;Killian et al, 2019;Mosier & Lynn, 2012), (c) family and community engagement to support physical education and physical activity for schoolaged youth (e.g., Brown, Atkin, Wong, Chinapaw, & van Sluijs, 2016;Cipriani, Richardson, & Roberts, 2012;Egan & Miller, 2019), and (d) recommendations related to family and community partnerships (e.g., Allar et al, 2017;Epstein, 2010;Kruger et al, 2012). The schematic is divided into four parts: the CSPAP conceptual framework, the digital divide, the OLPE support system, and the CSPAP outcomes framework.…”

Section: Using Olpe To Support the Goals Of A Cspapmentioning

confidence: 99%

“…Inaccessible community facilities and equipment were also significant barriers to learning within another OLPE program, in which only 68.9% of OLPE students surveyed agreed facilities were available for their physical activity engagement every week (Harris & Metzler, 2019). Identifying which barriers exist, as well as mapping the assets that a community offers, are important steps that should be taken to inform community planning and implementation of initiatives to support youth physical activity (Allar et al, 2017).…”

Section: The Olpe Support Systemmentioning

confidence: 99%

Physical Education in the COVID Era: Considerations for Online Program Delivery Using the Comprehensive School Physical Activity Program Framework

Webster

D’Agostino

Urtel

et al. 2021

Journal of Teaching in Physical Education

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In the wake of COVID-19, online physical education (OLPE) has become essential to the sustainability of school physical education programs. The purpose of this article is to consider factors that may be influential in efforts to deliver OLPE to students. The comprehensive school physical activity program model is used to frame a multicomponent conceptualization of OLPE and its goals and outcomes. Central to this framing is the intersectionality of school physical education, the family, and the community. This article provides a platform for physical education teacher educators and researchers to advance OLPE in its support of both the educational and public health benefits of high-quality physical education programs.

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“…Another way for special education professionals to develop a better understanding of the internal, intangible assets available to students with EBD in their home and community environment is to engage in community activities and make specific observations about commonly noted norms and values (Allar et al, 2017). Special education teachers could attend community events or gatherings that are popular within the school community to identify ways of interacting and engaging that might serve as assets to support their students.…”

Section: Identifying Internal Intangible Assetsmentioning

confidence: 99%

Asset Mapping in Urban Environments to Support Students With Emotional and Behavioral Disorders

Morgan

Bengochea

Reed

2021

Intervention in School and Clinic

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Public schools located within urban environments are a critical component of a larger social network in their communities, with important reciprocal interactions occurring across settings. This is especially important for students with emotional and behavioral disorders (EBD), as integration and alignment of home, community, and school intervention programming is essential for their outcomes. However, teachers often have a deficit-perspective of urban communities and lack the skills to identify assets that may support generalization of interventions for students with EBD in a variety of settings. Asset mapping is one way to help special education teachers reframe this perspective. Definitions of assets and the asset mapping process, as well as practical recommendations for special education teachers to identify assets within their school community environment, are provided.

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Involving Families and Communities in CSPAP Development Using Asset Mapping

Cited by 13 publications

References 29 publications

Multi-Component Physical Activity Interventions in the UK Must Consider Determinants of Activity to Increase Effectiveness

Multi-Component Physical Activity Interventions in the UK Must Consider Determinants of Activity to Increase Effectiveness

Physical Education in the COVID Era: Considerations for Online Program Delivery Using the Comprehensive School Physical Activity Program Framework

Asset Mapping in Urban Environments to Support Students With Emotional and Behavioral Disorders

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