Environmental Characteristics Related to Comprehensive School Physical Activity Program Implementation

Ashley Phelps,Russell L Carson,Darla Castelli,Elizabeth Glowacki,Jungyun Hwang,Hannah G Calvert

doi:10.20897/ejeph/92007

Abstract

This study examined environmental characteristics including demographic variables, facilities, and perceived support as contributors of Comprehensive School Physical Activity Program (CSPAP) implementation. Physical education teachers (N=306) from public, private, and other schools participated. The state of residence was the only demographic characteristic that predicted CSPAP implementation. Bike racks and total facilities were significant among facility predictors. Supportive administration and administrator’s modeling physical activity (PA) also significantly contributed to CSPAP implementation. CSPAP implementation was highly associated with specific environmental characteristics that promote PA. These findings suggest that changes can be made to the school environment to facilitate PA opportunities.

Highlights

An increase in physical activity among children is a core requirement for both the treatment and prevention of obesity (Cairney and Veldhuizen, 2017)
This study suggests that an attitude of if we build it, they will come may be true, we do not believe that this action alone will be enough to sustain engagement; it does appear to ease the transition toward greater Comprehensive School Physical Activity Program (CSPAP) implementation
These findings parallel those from Brownson and colleagues (2001) who advocate for a combination of physical activity (PA)-friendly environmental factors in school communities along with increased social support from friends, family, and community members. There were both modifiable and non-modifiable environmental factors that were found to contribute to the degree of CSPAP implementation in this study

Summary

Introduction

An increase in physical activity among children is a core requirement for both the treatment and prevention of obesity (Cairney and Veldhuizen, 2017). There are many potential reasons for this decrease, including a decline in the use of active transportation (Ross et al, 2017) increased screen time (Radesky and Christakis, 2016), and decreased physical education requirements in schools (Institute of Medicine [IOM], 2013). This drop in children’s physical activity (PA) is concerning for multiple reasons. Sedentary behavior is detrimental to cardiovascular health and is associated with off-task behavior in school-aged children (Mahar et al, 2006; Carter et al, 2017; Grieco et al, 2016). Children who are less physically active in youth are more likely to be physically inactive as adults

Results

Discussion

Conclusion