The Status of Physical Activity Opportunities in Idaho Schools

Abstract

Recent literature indicates that low percentages of Idaho adolescents report being physically active on a daily basis. Research examines school PA, however, little focuses on Comprehensive School Physical Activity Programs (CSPAPs) from the perspectives of physical educators. This study explored Idaho physical educators’ perceptions and implementation of CSPAPs. Physical educators (n = 268) were invited to complete an online survey; 108 surveys were completed (40% response rate). Close-ended responses were analyzed with descriptive statistics, and open-ended responses were analyzed into coherent categories. Teachers reported that they provided quality physical education, PA opportunities before and after school, opportunities during school, and family and community events and that they have staff involved in PA. Teachers provided PA opportunities for all levels of ability and to promote overall wellness. A majority of respondents indicated specific challenges to implementing a CSPAP at their schools: time allotted in job descriptions, outside commitments, compensation, resources, facilities, and equipment. Few teachers reported having CSPAP professional development, but many expressed interest in the opportunity. Most teachers felt supported by stakeholders and felt CSPAP is important, but few implemented all CSPAP components due to perceptions of challenges. Research should examine professional development opportunities and strategies that can increase Idaho PA opportunities. Subscribe to TPE