The Comprehensive School Physical Activity Program (CSPAP) model is one way to organize physical activity (PA) opportunities around specific target populations and points of intervention. It is recommended that physical education teachers serve as Directors of Physical Activity (DPA), given their expertise and experiences in the school setting. PURPOSE: This study examined the current role of physical education teachers in providing PA opportunities for students by implementing the CSPAP. The effects of professional development (PD) on teacher efficacy (TE) toward the implementation of the CSPAP were also investigated. METHODS: Using a collective case study approach, 30 physical teachers (Male=9; Experience 17.47) completed a survey on PA opportunities and self-efficacy. Twelve of the physical education teachers then participated in the DPA certification process, which consisted of a one-day workshop with 12-months of online support and follow-up to track their implementation of the CSPAP. Participants who engaged in the DPA certification participated in a series of in-depth interviews, as well as observations and site visits. Over twelve months the researcher inductively reflected on the data with the intent of forming concepts, hypotheses, and theories through organizing themes and teacher vignettes. Descriptive statistics and a MANCOVA were calculated to determine group differences while a series of RM-MANCOVA's were used to determine pre/post differences. Regression analyses were employed to determine the predictors of change in PA. RESULTS: Qualitative results revealed six themes and three teacher vignettes. RM MANCOVA's revealed no significant difference between pre/post experience, however, regression analyses revealed significant predictors of offering PA opportunities. It was identified that group, TE and PD were both significant predictors when providing PA opportunities: (a) before and after school (F(8, 21) = 2.65, p < .05, R² adj. = .31), (b) with family and community members (F(8, 21) = 2.62, p < .05, R² adj. = .31), and (c) for staff wellness (F(8, 21) = 3.80, p<.01, R² adj = .44). CONCLUSION: Physical education teachers are capable and willing to provide PA opportunities, beyond those offered during physical education, by assuming the role of a DPA. The frequency of these opportunities is influenced by TE and PD.

No description available.

abstract: Since the field of Physical Education carries a broader role of physical activity promotion, it is important for Physical Educators to take leadership roles in Comprehensive School Physical Activity Programs (CSPAP) in schools. Hence, it has been emphasized that Physical Education Teacher Education (PETE) programs may need to prepare PETE majors adequately to promote physical activity beyond quality Physical Education programs in schools. The purpose of this study was to explore the current extent of CSPAP preparation in PETE programs (e.g., curricula and practices). The first phase of this study comprised a nationwide survey study on PETE programs’ curriculum and experiences for CSPAP implementation. A total of 144 programs completed the online survey about curriculum and learning experiences for the CSPAP components. Descriptive statistics, frequency analysis, chi-square statistics, and analysis of variance were used to analyze data. Findings indicated that 107 of 144 PETE programs (74.3%) had no learning experiences for CSPAP. The prevalent type of learning experiences was incorporating CSPAP components in the existing courses. Field experiences were not frequently used for CSPAP preparation. PETE personnel expressed the utility of field experiences as an ideal CSPAP learning experience. The second phase of this study addressed PETE majors’ perceptions and learning experiences related to CSPAP in PETE programs. Fourteen PETE students from six programs participated in this study and shared their experiences in PETE programs. Data were collected through a short survey, one formal interview, field images, document gathering, and a follow-up survey. Descriptive statistics, constant comparison, and analytic induction techniques were used to analyze the data. Evidence from interviews, photos, and documents revealed three common themes: a) introducing CSPAP through courses, (b) lacking programmatic experiences in CSPAP implementation (i.e., practice doing it), and (c) interpersonal skills (e.g., communication or cooperation) as a key for CSPAP but limited preparation. Participants’ perception of the role of Physical Educators as physical activity directors evolved during their training. Expanding existing courses for CSPAP preparation would be a feasible way to introduce CSPAP framework. Additional efforts to include hands-on learning experiences for all CSPAP components in PETE programs should be made. / Dissertation/Thesis / Doctoral Dissertation Curriculum and Instruction 2016

Made available in DSpace on 2016-12-06T17:07:12Z (GMT). No. of bitstreams: 1 Dissertacao Mauren.pdf: 486407 bytes, checksum: a0dc4b4f40e5ca58fd0066570eab416f (MD5) Previous issue date: 2006-12-07 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This descriptive study aims to outline the chief features to set up programs which involve physical activity for the members of the Elderly Gatherin Groups in São José premises, settled in the public policies to promote local welfare. On the whole, one hundred and sixteen elderly were involved, nineteen Elderly Gathering Groups Coordinators, two Administrative Leaders of the local Elderly Support Office as well as an Elderly State Counselor. The collected data has arisen from previous stored collection (MAZO, 2005), interviews, and documental analysis covering the town Elderly Support Office. After the data analysis it was observed that most of the individuals are physically active females and happy towards their own health conditions, although presenting some illness indication. Further on, their current health situation is worse compared to their conditions five years ago making it more difficult on the physical practice exposure of 75% of the less active elderly. The town Elderly Support Network is settled in the Municipal Social Support Boarder, which within the Elderly Department runs the Elderly Assistance Center, framed to develop a wide range of activities for the old aged. Concerning the Physical Activity Programs offered for the elderly the following figures were observed: only 22,4% of the old aged are familiar with the Physical Activity Programs, while 76,7% of the old aged and 84% of the coordinators have not heard about it. Also, 81,9% do not take part of any Physical Activity Program and only 7,8% are Elderly Assistance Center participants. Surprisingly, 79% of the coordinators mentioned that the Physical Activity Programs do not fulfill the elderly needs. On the other hand, the Physical Activity Programs staff argues that accomplishment benefits only the individuals who attend the program regularly. According to the administrative leaders and 47% of the coordinators, affordable and political issues unable the broadening of the Physical Activity Programs. In order to improve Physical Activity Programs support, 37,9% of the old aged and 74% of the coordinators suggest Physical Education teachers hiring. Additionally, 16,4% of the elderly and 21% of the coordinators indicate that Physical Activity Programs should be offered in different areas of the city, besides Elderly Assistance Center. It is also suggested that new Gathering Groups should be established. According to the Elderly State Council, there are two possible ways to set up the Physical Activity Programs: through financial support provided by non-government organizations or through the City Hall sponsorship. Considering all the data mentioned above, it is indicated that some actions should be taken in order to improve and widen the Physical Activity Programs covering, like a better distribution of them, Physical Education teachers employment, conscious awareness of active aging, followed by the benefits of regular exercises practice, partnership with public and private institutions, adoption of the rules settled by Elderly Assistance Center as long as wider spreading of the local elderly support to the community in general. / O objetivo deste estudo foi descrever os aspectos que estão relacionados às diretrizes necessárias para a formulação de programas e ações de atividade física para idosos participantes dos Grupos de Convivência do município de São José - SC, que embasem as políticas públicas de promoção de saúde municipal. Este estudo foi do tipo descritivo. Os sujeitos do estudo foram 116 idosos e 19 coordenadores participantes de grupos de convivência, dois dirigentes administrativos da rede de atendimento ao idoso do município de São José e um representante do Conselho Estadual do Idoso CEI de Santa Catarina. Os instrumentos de coleta de dados foram: os resultados do banco de dados de pesquisa (MAZO, 2005); entrevistas com os sujeitos do estudo; e análise dos documentos sobre a rede de atendimento ao idoso do município. Os dados foram analisados por meio da estatística descritiva e da análise de conteúdo. Verificou-se que a maioria dos idosos é do sexo feminino, é ativa fisicamente, apresenta doenças, está satisfeita com sua saúde, o estado de saúde atual está pior quando comparada há cinco anos atrás e dificulta a prática de atividade física para 75% dos idosos pouco ativos. A Rede de atendimento aos idosos do município de São José está centrada na Secretaria Municipal da Ação Social, que por intermédio do Departamento da Terceira Idade, administra o Centro de Atenção à Terceira Idade - CATI. Neste Centro são realizadas diversas atividades para os idosos. Em relação aos programas de atividade física (PAF) oferecidos aos idosos do município, verificou-se que 76,7% dos idosos e 84% dos coordenadores não conhecem os PAF e apenas 22,4% dos idosos conhecem. Dos idosos, 81,9% não participa de nenhum PAF e somente 7,8% deles participam dos programas no CATI. Sobre os PAFs atenderem as necessidades dos idosos, 79% dos coordenadores dizem que não atendem. Para os dirigentes administrativos os PAF atendem as necessidades daqueles idosos que freqüentam os PAF do CATI regularmente. Os dirigentes e 47% dos coordenadores acreditam que existam dificuldades financeiras e políticas que prejudicam a expansão dos PAFs. Para melhorar o atendimento aos idosos com relação aos PAFs, 37,9% dos idosos e 74% dos coordenadores sugerem que sejam disponibilizados professores de Educação Física e 16,4% dos idosos e 21% dos coordenadores que sejam implantados PAFs em outros locais além do CATI. Os dirigentes acreditam que deva ser incentivada a criação de novos grupos de convivência. Para o CEI existem duas formas para realização dos PAFs, mediante convênio com organizações não-governamentais ou a ascensão do programa como ação própria da Prefeitura Municipal. Para tanto, sugere-se para melhorar e ampliar os PAF do município, as seguintes diretrizes: descentralização dos PAF; contratação de profissionais de Educação Física; conscientização sobre um envelhecimento ativo e benefícios da prática regular de atividade física; estabelecimento de parcerias com instituições públicas e privadas, a implementação das premissas previstas pelo CATI e maior divulgação do atendimento prestado ao público idoso do município para a comunidade em geral.