Comprehensive School Physical Activity Programs

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.

Part I. Foundations and Contemporary Perspectives Chapter 1. CSPAPs: History, Foundations, Possibilities, and Barriers Hans van der Mars and Kent A. Lorenz Emergence of CSPAPs History and Emergence of CSPAPs CSPAP's Roots Within Public Health and National Physical Activity Recommendations CSPAP's Theoretical Roots Why CSPAPs: A Critical (and Final?) Opportunity to Thrive Possibilities of CSPAPs Barriers to Overcome Learning Aids Chapter 2. Emerging Policy Landscape Surrounding CSPAPs Justin 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 Example Part II. Conceptual Models for CSPAP Implementation Chapter 3. Internal Capacity Building: The Role of the CSPAP Champion and Other School Professionals Russell 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 Examples Chapter 4. Capitalizing on Internal-External Partnerships to Maximize Program Sustainability Collin 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 Example Chapter 5. Social Psychological and Motivational Theoretical Frameworks for CSPAP Intervention Megan 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 Examples Part III. Research on Program Effectiveness Chapter 6. Quality Physical Education Kim 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 Example Chapter 7. Physical Activity During School Aaron 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 Examples Chapter 8. Physical Activity Programs Before and After School Brian 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 Examples Chapter 9. Staff Involvement Collin 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 Examples Chapter 10. Family and Community Engagement Gregory 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 Example Chapter 11. Multicomponent Optimization Strategy and CSPAP Implementation Ashley 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 Examples Part IV. Contextual Considerations Chapter 12. CSPAPs in Urban Contexts Sarah 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 Example Chapter 13. CSPAPs in Rural Settings Pamela 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 Example Chapter 14. International Perspectives and Initiatives Jaimie M. McMullen, Deirdre Ni Chroinin, 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 Examples Chapter 15. Implementation of CSPAPs in Nontraditional Settings Timothy 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 Example Part V. Developing, Measuring, and Promoting CSPAPs Chapter 16. Conducting a Systematic Needs Assessment for CSPAP Success Eloise 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 Example Chapter 17. Assessing School Physical Education and Physical Activity Programs: Selected Tools Thomas L. McKenzie Systematic Observation Tools Self-Report Tools A Summary Score and an Advocacy Tool Evidence-Based Recommendations and Applications Learning Aids Case Examples Chapter 18. Evaluating CSPAPs: Measuring Implementation and Impact Erin 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 Example Chapter 19. Advocating for CSPAPs Heather 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 Examples Part VI. Looking to the Future Chapter 20. Preparing Preservice Physical Education Teacher Educators for CSPAP Implementation Grace 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 Example Chapter 21. Progress and Possibilities for Technology Integration in CSPAPs Zan 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 Example Chapter 22. A Synergized Strategy Guide for Advancing the Field Russell 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