The Comprehensive School Physical Activity Program Model: A Proposed Illustrative Supplement to Help Move the Needle on Youth Physical Activity

Abstract

Birthed over a decade ago and built on a solid foundation of conceptual and empirical work in public health, the comprehensive school physical activity program (CSPAP) model set the stage for a new and exciting chapter of physical activity promotion through schools. On the academic front, there has been much enthusiasm around the potential of CSPAPs to positively affect youth physical activity behaviors and trajectories. However, program uptake in schools has yet to take hold. This article examines the CSPAP model and proposes an illustrative supplement to enhance communication about its application. The authors begin by charting the model’s challenging contextual landscape and then highlight the model’s early successes in spite of such challenges. Subsequently, they turn their attention to limitations in the way the model is presented, which appear to undermine CSPAP advocacy, and focus on improving the messaging about CSPAPs as an immediate step toward increased implementation.

Examining the Acute Effects of Classroom-Based Physical Activity Breaks on Executive Functioning in 11- to 14-Year-Old Children: Single and Additive Moderation Effects of Physical Fitness

“…The physical activity break manipulations were teacher-delivered and occurred during math class. Prior to the study, and in line with expert recommendations ( 6 , 27 ), our research group shared information with teachers on the acute and long-term benefits of classroom-based physical activity breaks and strategies to effectively deliver these breaks, provided all the necessary intervention materials, and held training sessions with regards to the effective delivery of the physical activity breaks. We also checked in daily to provide additional support, guidance, and to troubleshoot any problems with implementation.…”

“…Despite this evidence and various physical activity initiatives across many sectors of society, the majority of children and adolescents worldwide are not engaging in sufficient levels of physical activity to reap these known health benefits (3)(4)(5). Given children spend most of their day in a school setting, many researchers and policy makers have recently devoted a substantial amount of time and resources to understand how the school setting may be used as a means to improve children's overall health through increased participation in physical activity during school hours [for an illustrative review see (6)]. Indeed, emerging evidence provides support for the efficacy of physical activity interventions in school settings to improve various adaptive cognitive, physical, and academic outcomes (7,8).…”

“…While teachers recognize the value of DPA, they often struggle to implement 20 min of sustained DPA ( 23 , 25 ). The Comprehensive School Physical Activity Program (CSPAP) model ( 26 ), and its iterations [for a review see ( 6 )], stresses the need to not only share information and resources with teachers about DPA but also to provide training opportunities and on-going support during the initial stages of DPA implementation throughout the school day and especially within the classroom setting [also see ( 27 )].…”

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

“…Likewise, bringing physical education to students' homes and communities can provide an outlet for physical activity participation. Webster, Rink et al (2020) underscore the idea that the different CSPAP components should work synergistically in mutually reinforcing ways such that physical activity opportunities across a CSPAP enhance students' physical education learning, while physical education learning concurrently enhances students' physical activity participation. This proposition embraces the possibility that meaningful connections can be established between physical education, the broader school environment, and what Kirk (1999) refers to as "physical culture," which he defines as "a range of practices concerned with the maintenance, representation and regulation of the body centred on three highly codified, institutionalized forms of physical activity-sport, physical recreation and exercise" (p. 65).…”

Considerations for Individual-Level Versus Whole-School Physical Activity Interventions: Stakeholder Perspectives

“…However, these programmes still address a single behavioural context (e.g., the journeys between home and school), and therefore, would be considered as just one component in a truly ‘whole-of-school’ approach. While this ‘whole-of-school’ approach, or comprehensive school physical activity programme (CSPAP) [ 14 ], has received recent attention, there is a need for more information about how to implement these programmes and make them maximally effective.…”