PETE Preparation for CSPAP at the University of Kentucky

Abstract

Numerous strategies to increase physical activity levels among American youth have been recommended and implemented in schools, and physical education teachers have been identified as the logical personnel in schools to spearhead these attempts. Comprehensive school physical activity programs (CSPAPs) are being promoted, implemented and endorsed in K-12 schools to maximize the amount of physical activity students, staff and members of the community engage in. To this end, several training workshops and programs have been created to train inservice physical education teachers to take on the role of CSPAP champions. Despite this trend, it is unclear whether preservice physical educators are being well prepared to take on this somewhat new role. The purpose of this article is to provide an overview of the physical education teacher education (PETE) program at the University of Kentucky and to describe how the CSPAP concept is taught and teacher candidates are prepared to take on the role of physical activity champion in a school. A number of learning experiences in which preservice teachers engage are described, and their place within the curriculum is discussed. These learning experiences relate specifically to maximizing physical activity during physical education, implementing strategies for increasing activity during recess and in the classroom setting, creating wellness programs for staff, and developing events to involve parents and community members. Samples of student work are also presented. Finally, future efforts planned to enhance the concepts of CSPAP in the PETE program are shared.