As public health concerns about physical inactivity and childhood obesity continue to rise, researchers are calling for interventions that comprehensively lead to more opportunities to participate in physical activity (PA). The purpose of this study was to examine the characteristics and attitudes of trained physical education teachers during the implementation of a Comprehensive School Physical Activity Program at the elementary level. Using a collective case study design, interviews, observations, field notes, open-ended survey questions, and an online forum monitoring guided the interpretation of teacher perceptions and development of emergent themes. Qualitative data analysis was conducted for each individual teacher and then across the ten teachers which produced four major themes: (a) Leading the Charge: Ready, Set, Go!, (b) Adoption versus Adaptation: Implementation Varies, (c) Social Media’s Place in the Professional Development (PD) Community, and (d) Keys to Successful Implementation. It can be concluded that, based on these findings, elementary physical education teachers are ready and willing to implement CSPAP. Key factors that may influence this implementation are discussed.
Education | Health and Physical Education | Kinesiology | Sports Sciences
Centeio, E. E., Erwin, H., & Castelli, D. M. (2014). Comprehensive school physical activity programs: Characteristics of trained teachers. Journal of Teaching in Physical Education, 33(4), 492-510. doi: 10.1123/jtpe.2014-0066
Accepted author manuscript version reprinted, by permission, from Journal of Teaching in Physical Education, 2014, 33 (4): 492-510, https://doi.org/10.1123/jtpe.2014-0066. © Human Kinetics, Inc.