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Related Experiment Video

Updated: Dec 19, 2025

Visualization of Intensity Levels to Reduce the Gap Between Self-Reported and Directly Measured Physical Activity
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Implementation evaluation of a professional development program for comprehensive school physical activity leaders.

Russell L Carson1,2, Ann Pulling Kuhn1,2, Justin B Moore3

  • 1Louisiana State University, School of Kinesiology, 112 Long Fieldhouse, Baton Rouge, LA 70803, USA.

Preventive Medicine Reports
|June 4, 2020
PubMed
Summary

This study evaluated a comprehensive school physical activity program (CSPAP) professional development for physical education (PE) teachers. Findings highlight facilitators like incentives and inhibitors like workload, informing future program support.

Keywords:
CoordinatorPhysical Activity LeaderSchool championSchool healthWhole-of-school

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Area of Science:

  • Public Health
  • Education
  • Kinesiology

Background:

  • Comprehensive School Physical Activity Programs (CSPAP) are crucial for promoting student health.
  • Effective professional development is key to successful CSPAP implementation by physical education (PE) teachers.
  • Monitoring program implementation provides valuable insights for program refinement.

Purpose of the Study:

  • To evaluate the implementation of a yearlong CSPAP professional development program for PE teachers.
  • To identify facilitators and inhibitors of program implementation from the teachers' perspectives.
  • To assess the process of recruitment, reach, dose, fidelity, and context of the professional development.

Main Methods:

  • Mixed-method evaluation using workshop data, implementation plans, artifacts, and phone interviews.
  • Data collected over a three-year implementation period across eight PE teacher cohorts.
  • Analysis focused on recruitment, reach, dose delivered/received, fidelity, and context.

Main Results:

  • 234 PE teachers attended workshops, with 77 completing the program.
  • Facilitators included incentives and networking; inhibitors were technology issues and workload concerns.
  • Implementation plans often started with administration approval and focused on out-of-class physical activity, supported by school-level factors.

Conclusions:

  • PE teachers' perspectives on schoolwide physical activity promotion are unique and valuable.
  • Multilevel school support and a positive PE image facilitate implementation.
  • Scheduling, planning, and differing perceptions of physical activity present implementation challenges.