Comprehensive School Physical Activity Programs: Putting Research into Evidence-

Description: Comprehensive School Physical Activity Programs by Russell Carson, Collin A. Webster An all-in-one resource that synthesizes the research, theory, and practice on comprehensive school physical activity programs. Also delves into assessment, evaluation, advocacy, policy, partnerships, technology, and more. Suitable for K-12 teachers, PETE faculty and students, and researchers. FORMAT Paperback LANGUAGE English CONDITION Brand New Publisher Description Schools are the ideal place to promote and apply the recommended 60 minutes of daily physical activity. But until now, it has been difficult to bridge the gap between research in this area and day-to-day practice in order to establish solid programs. Comprehensive School Physical Activity Programs guides you in effectively supporting physical education and increasing daily physical activity of school children using the Comprehensive School Physical Activity Program (CSPAP) model.The text mixes CSPAP research, theory and practice. It provides the most in-depth look at the model available. An international team of leaders in the field offer guidance and understanding of the most prominent concepts, issues and developments in the field. This guidance goes beyond the CSPAP model, as they also delve into assessment, evaluation, advocacy, policy, partnerships, international perspectives, technology and more.Organised into six parts, the first half of the text explores the history of the model, factors that impact programme design and the effectiveness of established programmes. The second half the text looks at programming for urban and rural setting, assessing a school communitys needs and the tools and potential of using technology to deliver and assess CSPAP efforts. Each chapter offers current research, knowledge gaps and directions for recommendations and applications, case studies and questions for discussion.Comprehensive School Physical Activity is an all-in-one resource that helps schools use strategies to sustain successful physical activity initiatives through CSPAP. Author Biography Russ Carson has 20 years of academic experience. He was worked as a secondary physical education and health teacher, teacher educator and professor. He is a long-standing leader of the Comprehensive School Physical Activity Program (CSPAP) model and its corresponding training programmes. He earned his doctorate in health and kinesiology from Purdue University. Colin Webster earned his doctorate in physical education and sport studies from the University of Georgia in 2006. He has also held academic appointments at the University of South Carolina and the University of Wollongong in Australia. He is a nationally and internationally recognised scholar in the area of youth physical activity promotion. Table of Contents Part I. Foundations and Contemporary PerspectivesChapter 1. CSPAPs: History, Foundations, Possibilities, and BarriersHans van der Mars and Kent A. Lorenz Emergence of CSPAPs History and Emergence of CSPAPs CSPAPs Roots Within Public Health and National Physical Activity Recommendations CSPAPs Theoretical Roots Why CSPAPs: A Critical (and Final?) Opportunity to Thrive Possibilities of CSPAPs Barriers to Overcome Learning AidsChapter 2. Emerging Policy Landscape Surrounding CSPAPsJustin B. Moore, Abigail Gamble, David Gardner, Alexandra Peluso, and Danny Perry Review of Research Knowledge Claims Knowledge Gaps and Directions for Future Research Evidence-Based Recommendations and Applications Learning Aids Case ExamplePart II. Conceptual Models for CSPAP ImplementationChapter 3. Internal Capacity Building: The Role of the CSPAP Champion and Other School ProfessionalsRussell L. Carson, Catherine P. Abel-Berei, Laura Russ, Jessica Shawley, Tanya Peal, and Cyrus Weinberger Review of Research Knowledge Claims Knowledge Gaps and Directions for Future Research Evidence-Based Recommendations and Applications Learning Aids Case ExamplesChapter 4. Capitalizing on Internal–External Partnerships to Maximize Program SustainabilityCollin A. Webster, Cate A. Egan, and Kevin Brabham Review of Research Knowledge Claims Knowledge Gaps and Directions for Future Research Evidence-Based Recommendations and Applications Learning Aids Case ExampleChapter 5. Social Psychological and Motivational Theoretical Frameworks for CSPAP InterventionMegan Babkes Stellino, Spyridoula Vazou, Lyndsie M. Koon, and Katie Hodgin Review of Theoretical Frameworks for CSPAP Research and Intervention Description of Theoretically Guided Efforts Across CSPAP Components Knowledge Claims Knowledge Gaps and Directions for Future Research Evidence-Based Recommendations and Applications Learning Aids Case ExamplesPart III. Research on Program EffectivenessChapter 6. Quality Physical EducationKim C. Graber, Chad M. Killian, and Amelia Mays Woods Review of Research Knowledge Claims Knowledge Gaps and Directions for Future Research Evidence-Based Recommendations and Applications Learning Aids Case ExampleChapter 7. Physical Activity During SchoolAaron Beighle, Heather Erwin, Collin A. Webster, and Michelle A. Webster Review of Research Knowledge Claims Knowledge Gaps and Directions for Future Research Evidence-Based Recommendations and Applications Learning Aids Case ExamplesChapter 8. Physical Activity Programs Before and After SchoolBrian Dauenhauer, Megan Babkes Stellino, Collin A. Webster, and Chuck Steinfurth Review of Research Knowledge Claims Knowledge Gaps and Directions for Future Research Evidence-Based Recommendations and Applications Learning Aids Case ExamplesChapter 9. Staff InvolvementCollin A. Webster, R. Glenn Weaver, Martha Carman, Lee Marcheschi, Athanasios (Tom) Loulousis, Spyridoula Vazou, Tan Leng Goh, and Russell L. Carson Review of Research Knowledge Claims Knowledge Gaps and Directions for Future Research Evidence-Based Recommendations and Applications Learning Aids Case ExamplesChapter 10. Family and Community EngagementGregory J. Welk and Joey A. Lee Review of Research Knowledge Claims Knowledge Gaps and Directions for Future Research Evidence-Based Recommendations and Applications Learning Aids Case ExampleChapter 11. Multicomponent Optimization Strategy and CSPAP ImplementationAshley Phelps, Yeonhak Jung, and Darla M. Castelli Review of Research Knowledge Claims Knowledge Gaps and Directions for Future Research Evidenced-Based Recommendations and Applications Learning Aids Case ExamplesPart IV. Contextual ConsiderationsChapter 12. CSPAPs in Urban ContextsSarah Doolittle, Paul Rukavina, and Kevin Mercier Review of Research Knowledge Claims Knowledge Gaps and Directions for Future Research Evidence-Based Recommendations and Applications Learning Aids Case ExampleChapter 13. CSPAPs in Rural SettingsPamela Hodges Kulinna, Michalis Stylianou, Kent A. Lorenz, Shannon C. Mulhearn, Tom Taylor, Shawn Orme, and Alan Everett Review of Research Knowledge Claims Knowledge Gaps and Directions for Future Research Evidence-Based Recommendations and Applications Learning Aids Case ExampleChapter 14. International Perspectives and InitiativesJaimie M. McMullen, Déirdre Ní Chróinín, Michalis Stylianou, and Tuija Tammelin Review of Research Knowledge Claims Knowledge Gaps and Directions for Future Research Evidence-Based Recommendations and Applications Learning Aids Case ExamplesChapter 15. Implementation of CSPAPs in Nontraditional SettingsTimothy A. Brusseau and James C. Hannon Review of Research Knowledge Claims Knowledge Gaps and Directions for Future Research Evidence-Based Recommendations and Applications Learning Aids Case ExamplePart V. Developing, Measuring, and Promoting CSPAPsChapter 16. Conducting a Systematic Needs Assessment for CSPAP SuccessEloise Elliot, Sean Bulger, Emily Jones, and Alfgeir Kristjansson Review of Research Knowledge Claims Knowledge Gaps and Directions for Future Research Evidence-Based Recommendations and Applications Learning Aids Case ExampleChapter 17. Assessing School Physical Education and Physical Activity Programs: Selected ToolsThomas L. McKenzie Systematic Observation Tools Self-Report Tools A Summary Score and an Advocacy Tool Evidence-Based Recommendations and Applications Learning Aids Case ExamplesChapter 18. Evaluating CSPAPs: Measuring Implementation and ImpactErin E. Centeio and Nate McCaughtry Review of Research Knowledge Claims Knowledge Gaps and Directions for Future Research Evidence-Based Recommendations and Applications Learning Aids Case ExampleChapter 19. Advocating for CSPAPsHeather E. Erwin and Erin E. Centeio Review of Research Knowledge Claims Knowledge Gaps and Directions for Future Research Evidence-Based Recommendations and Applications Learning Aids Case ExamplesPart VI. Looking to the FutureChapter 20. Preparing Preservice Physical Education Teacher Educators for CSPAP ImplementationGrace Goc Karp, Helen Brown, Ja Youn Kwon, and Pamela Hodges Kulinna Review of Research Knowledge Claims Knowledge Gaps and Directions for Future Research Evidenced-Based Recommendations and Applications Learning Aids Case ExampleChapter 21. Progress and Possibilities for Technology Integration in CSPAPsZan Gao, Zachary Pope, Nan Zeng, Daniel McDonough, and Jung Eun Lee Review of Research Knowledge Claims Knowledge Gaps and Directions for Future Research Evidence-Based Recommendations and Applications Learning Aids Case ExampleChapter 22. A Synergized Strategy Guide for Advancing the FieldRussell L. Carson and Collin A. Webster How Does the Policy Landscape Reflect the Evolving Values and Traditions of the CSPAP Model? What Conceptual and Theoretical Approaches Could Guide CSPAP Practice and Collaboration? How Does Context Factor Into Best Practices for CSPAPs? What Are Some Promising Strategies for Planning, Evaluating, and Promoting CSPAPs? What Are the Potential Contributions of Preservice Education and Technology Integration in CSPAP Research and Practice? Advancement Strategies Summary Details ISBN1492559717 Pages 408 Publisher Human Kinetics Publishers Year 2019 ISBN-10 1492559717 ISBN-13 9781492559719 Format Paperback Imprint Human Kinetics Subtitle Putting Research into Evidence-Based Practice Place of Publication Champaign, IL Country of Publication United States Edited by Collin A. Webster DEWEY 613.7 Short Title Comprehensive School Physical Activity Programs Language English Audience Age 18-99 UK Release Date 2019-04-30 Publication Date 2019-04-30 NZ Release Date 2019-04-30 US Release Date 2019-04-30 Author Collin A. Webster Birth 20180308 Affiliation Kharkiv National University of Radio Electronics, Ukraine Position Professor of Anaesthesia Qualifications BSc MB ChB MSc LLM MRC Audience General AU Release Date 2019-04-29 We've got this At The Nile, if you're looking for it, we've got it. With fast shipping, low prices, friendly service and well over a million items - you're bound to find what you want, at a price you'll love! TheNile_Item_ID:161832403;

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