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Case study of a health optimizing physical education-based comprehensive school physical activity program

Author

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  • Egan, Cate A.
  • Webster, Collin A.
  • Stewart, Gregory L.
  • Weaver, R. Glenn
  • Russ, Laura B.
  • Brian, Ali
  • Stodden, David F.

Abstract

In this article, we report a qualitative case study, in which we examined enablers and barriers related to the development, implementation, and sustainability of a comprehensive school physical activity program (CSPAP) aligned with the Health Optimizing Physical Education (HOPE) curriculum model at a middle school. Literature on program-diffusion and school-university partnerships guided data collection and analysis. Data sources included semi-structured interviews with the program implementation team (n = 9) and the school’s health and physical education teachers (n = 7); a focus group interview with students; documents (e.g., lesson plans), and observations. Constant comparison techniques were used to code and draw out themes from the data. Findings revealed the extensive effort needed for program implementation and highlighted the importance of strong external support mechanisms, conducting needs assessments, and training teachers to market physical activity programming. Partnerships may provide critical support for schools in their efforts to generate and sustain CSPAPs.

Suggested Citation

  • Egan, Cate A. & Webster, Collin A. & Stewart, Gregory L. & Weaver, R. Glenn & Russ, Laura B. & Brian, Ali & Stodden, David F., 2019. "Case study of a health optimizing physical education-based comprehensive school physical activity program," Evaluation and Program Planning, Elsevier, vol. 72(C), pages 106-117.
    • Handle: RePEc:eee:epplan:v:72:y:2019:i:c:p:106-117
    DOI: 10.1016/j.evalprogplan.2018.10.006
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    References listed on IDEAS

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    1. Egan, Cate A. & Webster, Collin & Weaver, R. Glenn & Brian, Ali & Stodden, David & Russ, Laura & Nesbitt, Danielle & Vazou, Spyridoula, 2018. "Partnerships for Active Children in Elementary Schools (PACES): First year process evaluation," Evaluation and Program Planning, Elsevier, vol. 67(C), pages 61-69.
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    Cited by:

    1. Marttinen, Risto & Wilson, Kathleen & Fisher, Koren & Beitzel, Maria & Fredrick, Ray N., 2022. "Process evaluation and challenges in collecting data from an after-school sports and literacy program in a diverse, low-income community," Evaluation and Program Planning, Elsevier, vol. 91(C).
    2. Christopher Barton Merica & Cate A. Egan & Collin A. Webster & Diana Mindrila & Grace Goc Karp & David R. Paul & Karie Lee Orendorff, 2022. "Association of Physical Educators’ Socialization Experiences and Confidence with Respect to Comprehensive School Physical Activity Program Implementation," IJERPH, MDPI, vol. 19(19), pages 1-21, September.
    3. Noor Imad & Nicole Pearson & Alix Hall & Adam Shoesmith & Nicole Nathan & Luke Giles & Alice Grady & Serene Yoong, 2023. "A Pilot Randomised Controlled Trial to Increase the Sustainment of an Indoor–Outdoor-Free-Play Program in Early Childhood Education and Care Services: A Study Protocol for the Sustaining Play, Sustain," IJERPH, MDPI, vol. 20(6), pages 1-26, March.

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    1. Christopher Barton Merica & Cate A. Egan & Collin A. Webster & Diana Mindrila & Grace Goc Karp & David R. Paul & Karie Lee Orendorff, 2022. "Association of Physical Educators’ Socialization Experiences and Confidence with Respect to Comprehensive School Physical Activity Program Implementation," IJERPH, MDPI, vol. 19(19), pages 1-21, September.
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