|
COMPREHENSIVE SCHOOL PHYSICAL ACTIVITY
PROGRAMS: INTRODUCTION
by: Aaron Beighle1 Heather
E. Erwin1, Michael W. Beets2,
& Chuck Morgan3
ARTICLES
- Considerations
for Developing Effective Afterschool
Programs by Michael
W. Beets, M.P.H., Ph.D.
- Quality
Physical Education: The Foundation
of a Comprehensive School Physical
Activity Program by Chuck
Morgan, Ph.D.
- Maximizing
Recess Physical Activity by Aaron
Beighle, Ph.D.
- Implementing
Classroom-Based Physical Activity
by Heather
E. Erwin, Ph.D.
Introduction:
Regular physical activity
(PA) for youth offers numerous health
benefits including weight maintenance,
decreased risk factors for cardiovascular
diseases, and an increased probability
of an active adulthood (7).
In addition, evidence is mounting that
physical activity benefits mental health,
and is associated with improved school
performance, specifically concentration
and behavior (1).
For these reasons efforts to increase
the PA levels of youth is a national
priority attracting attention from professionals
in medicine, public health, education,
economics, and health promotion (4,5).
In an effort
to better promote PA, evidence based
PA guidelines were created (7;
8). These guidelines recommend
children engage in 60 minutes or more
of developmentally appropriate, enjoyable
PA that is moderate to vigorous in intensity
and involves a variety of activities.
Unfortunately, a majority of youth are
not meeting these guidelines (REF).
Thus strategies for increasing the physical
activity levels of youth are warranted.
For many years
schools have been thought to have great
potential for providing PA opportunities
for youth (6).
In recent years a resurgence in the
call for schools to take a leadership
role in physical activity promotion
has emerged (4,5).
School wellness policies, which address
PA and nutrition, have been mandated
by the Child Nutrition and WIC Reauthorization
Act of 2004 (Public Law 108-265, 2004)
for all schools with a federally-funded
school meals program.
The National
Association for Sport and Physical Education
(2008) recently published a position
statement entitled Comprehensive
School Physical Activity Programs
(CSPAP) encouraging school officials
to provide PA to students before, during
and after school hours. The components
of a CSPAP include quality physical
education, classroom physical activity,
activity breaks, recess, staff wellness,
quality afterschool programs, active
commuting to school, intramurals, and
physical activity clubs. The focus of
this series of articles will be on quality
physical education, classroom physical
activity, recess, and afterschool programs.
ARTICLES
- Considerations
for Developing Effective Afterschool
Programs by Michael
W. Beets, M.P.H., Ph.D.
- Quality
Physical Education: The Foundation
of a Comprehensive School Physical
Activity Program by Chuck
Morgan, Ph.D.
- Maximizing
Recess Physical Activity by Aaron
Beighle, Ph.D.
- Implementing
Classroom-Based Physical Activity
by Heather
E. Erwin, Ph.D.
1. Caterino,
M. C., & Polak, E. D. (1999). Effects
of two types of activity on the performance
of second-, third-, and fourth-grade
students
on a test of concentration. Perceptual
and Motor Skills, 89(1), 245-248.
2. Mahar, M. T., Murphy, S. K., Rowe,
D. A., Golden, J., Shields, A. T., &
Raedeke, T. D. (2006). Effects of a
classroom-based program
on physical activity and on-task
behavior. Med Sci Sports Exerc,
38(12), 2086-2094.
3. National Assocation for Sport and
Physical Education (2008). Comprehensive
School Physical Activity Programs
(Position Statement).
Reston, VA.
4. Pate, R., Davis, M. G., Robinson,
T. N., Stone, E. J., McKenzie, T. L.,
& Young, J. C. (2006). Promoting
physical activity in children
and youth: a leadership role for schools:
a scientific statement from the American
Heart Association Council on Nutrition,
Physical
Activity, and Metabolism (Physical
Activity Committee) in collaboration
with the Councils on Cardiovascular
Disease in the Young
and Cardiovascular Nursing. Circulation,
114(11), 1214-1224.
5. Pate, R. R., Davis, M G, Robinson
T N, Stone, E J, McKenzie, T L (2006).
Promoting physical activity in children
and youth: A
leadership role for schools. Circulation(114),
1214-1224.
6. Sallis, J., & McKenzie, T. L.
(1991). Physical education's role in
public health. Research Quarterly
for Exercise and Sport, 62(2),
124-137.
7. Strong, W. B., Malina, R. M., Blimkie,
C. J., Daniels, S. R., Dishman, R. K.,
Gutin, B., et al. (2005). Evidence based
physical activity
for school-age youth. J Pediatr,
146(6), 732-737.
8. United States Department of Health
and Human Services (2008). Physical
Activity Guidelines for Americans.
Washington, D.c.
1University
of Kentucky
2University of South Carolina
3University of Hawaii-Manoa
|
