000			02047nam a22003137a 4500
005			20230512223717.0
008			211026t xxu||||| |||| 00| 0 eng d
020			_a9781492559719
040			_cCSPC
050	0		_a361 _b.C636
082	0		_a613.7 _bC738
245	0	0	_aComprehensive school physical activity programs : _bputting research into evidence- based practice /
260			_aReston, VA: _bShape America, _c2020.
300			_ax, 396 pages : _billustrations ; _c28 cm.
336			_2rdacontnet _atext
337			_2rdamedia _aunmediated
338			_2rdacarrier _avolume
500			_aIncludes index.
504			_aIncludes references (pages 333-383).
520			_aBirthed over a decade ago and built on a solid foundation of conceptual and empirical work in public health, the comprehensive school physical activity program (CSPAP) model set the stage for a new and exciting chapter of physical activity promotion through schools. On the academic front, there has been much enthusiasm around the potential of CSPAPs to positively affect youth physical activity behaviors and trajectories. However, program uptake in schools has yet to take hold. This article examines the CSPAP model and proposes an illustrative supplement to enhance communication about its application. The authors begin by charting the model’s challenging contextual landscape and then highlight the model’s early successes in spite of such challenges. Subsequently, they turn their attention to limitations in the way the model is presented, which appear to undermine CSPAP advocacy, and focus on improving the messaging about CSPAPs as an immediate step toward increased implementation.
650	1	0	_aPhysical education and training _xResearch.
650	1	0	_aPhysical education and training _xStudy and teaching.
700	1		_aCarson, Russell L. _eeditor.
700	1		_aWebster, Collin A. _eeditor.
940			_ajanina
942			_cBOOK _jCIR 613.7 C738 2020
999			_c11626 _d11626