High-quality Physical Education Research Articles

Jon’s Heroes in Training: A Cross-Sector Collaboration Serving University and Community Stakeholders

Jon’s Heroes in Training (JHT) represents a strong cross-sector collaboration that was created and has evolved over the past five years. JHT is an after-school program where children (ages 3–22) with an autism spectrum disorder (ASD) diagnosis come to the local university to engage in high-quality physical education lessons designed and implemented by physical education teacher education (PETE) students currently taking a required Adapted Physical Education class. This article discusses (a) the process required to establish the shared mission and vision of JHT and the role of the Office of Civic Engagement (OCE); (b) the negotiated roles and responsibilities of stakeholders, including university faculty from PETE, PETE students, children with ASD and their families, and local non-profit organizations; (c) the impact of JHT on its stakeholders; and (d) lessons learned and future directions.

The Impact of Physical Education on Mental Health

By combining quantitative rigor with the qualitative depth, this study’s holistic review of how structured physical education affects mental health issues offers unique and valuable insights appreciated both by researchers, practitioners as well policymakers. The research covers a wide range of participants, including students from different levels in education structures, adults as well as individuals with various social backgrounds. With a view to having equal representation across age groups, genders and social statuses the stratified method of sampling was used to generate this report. The inclusion criteria refer to those individuals who participate in regular physical education activities. The MHI, using batteries of age-appropriate standardized tests to measure physical fitness. The meta-analysis of quantitative and qualitative data reveals the major positive effects that both mental health and physical fitness areas have shown in participants after a structured PE course. The holistic approach, which takes into account both objective measures and subjective experiences in this study reveals the positive effect of physical education on mental health. These results imply that high-quality physical education program has the possibility to contribute an increase in general wellbeing, which might be helpful for better mental health indicators.

Continuing Professional Development in Physical Education: Future Directions and Lessons Learned

Demand for supporting the delivery of high-quality physical education (PE) has never been more important, and continuing professional development (CPD) that results in changes in PE teachers’ practices and improvements in student learning outcomes is in short supply. PE-CPD has historically fallen short of meeting this end, though there are written descriptions of successful PE-CPD spanning the past 4 decades. In this paper, we examine shared features of effective PE-CPD, identify and review gaps in PE-CPD literature, and discuss lessons learned to enhance future efforts by policymakers and stakeholders responsible for designing, planning, and facilitating learning opportunities for physical educators. We conclude with a critical discourse challenging readers to consider the following four questions: (a) What is the purpose of CPD? (b) What is worth knowing regarding CPD? (c) What can be done to improve the quality and quantity of CPD? and (d) Who should be doing something about it?

Game on! Enhancing primary physical education through a Rosenshine-inspired approach

ABSTRACT Since Bunker and Thorpe (1982. A model for the teaching of games in secondary schools. Bulletin of Physical Education, 18(1), 5–8.) introduced Teaching Games for Understanding (TGfU), there has been a growing recognition of advocating approaches to pedagogy that addresses participant learning with games-based approaches (GBA) advocated. With little guidance of how to apply these approaches in practice, more support is needed for practitioners (Vinson, D., & Parker, A. (2019). Vygotsky and sports coaching: Non-linear practice in youth and adult settings. Curriculum Studies in Health and Physical Education, 10(1), 91–106. https://doi.org/10.1080/25742981.2018.1555003). This is pertinent in primary where teachers are challenged with teaching a variety of subjects and can struggle to adapt their good classroom practice to Physical Education (PE) (Morgan, K., Bryant, A., Edwards, L., & Mitchell-Williams, E. (2019). Transferring primary generalists' positive classroom pedagogy to the physical education setting: A collaborative PE-CPD process. Physical Education and Sport Pedagogy, 24(1), 43–58. https://doi.org/10.1080/17408989.2018.1533543). A criticism has been teachers lack of training and low confidence levels in being able to deliver high quality PE (Clohessy, L., Bowles, R., & Chroinin, D. N. (2020). Playing to our strengths: Generalist teachers' experiences of class swapping for primary physical education. European Physical Education Review, 26(2), 571–586. https://doi.org/10.1177/1356336X19877195). It is imperative that primary practitioners are given more support in applying PE specific pedagogies. Rosenshine's (2012. Principles of instruction - research-based strategies that all teachers should know. American Educator, 36(1), 12–39.) principles of instruction has gained traction in recent years to inform elements of Initial Teacher Training. It provides guidance on effective teaching; however, the examples are classroom focused, limiting application in PE. This paper explores Rosenshine's principles, provides suggestions of employing GBA, before presenting a conclusion that summarises the paper and provides suggestions for future exploration. The intention is to support trained and trainee primary teachers in developing their PE pedagogy.

The Relationship between Physical Activity and Academic Achievement among Elementary School Children in Japan

Purpose: The aim of the study was to investigate the relationship between physical activity and academic achievement among elementary school children in Japan
 Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.
 Findings: This study examined the relationship between physical activity and academic achievement among elementary school children in Japan. The participants were 1,024 fifth-grade students from 29 public schools in Tokyo. Physical activity was assessed by a questionnaire and a pedometer, and academic achievement was measured by standardized tests of Japanese language, mathematics, and science. The results showed that physical activity was positively associated with academic achievement, after controlling for gender, socioeconomic status, and school-level factors.
 Unique Contribution to Theory, Practice and Policy: Cognitive enhancement theory, self-determination theory & bioecological systems theory may be used to anchor future studies on the relationship between physical activity and academic achievement among elementary school children. Schools should prioritize high-quality physical education programs that include both structured and unstructured physical activities. Educational policymakers should consider including physical activity guidelines within the broader educational policy framework.

Stakeholder perceptions of the feasibility of e-portfolio-based assessment of physical literacy in primary health and physical education

ABSTRACTBackgroundPhysical literacy (PL) is widely acknowledged as an integral component of high-quality physical education programmes. However, what constitutes appropriate assessment of PL remains a contested issue. This study drew on Whitehead’s conceptualisation of PL as a lifelong journey and investigated how primary school teachers can support students’ PL learning through innovative and engaging assessment methods. The study specifically examined the feasibility of using e-portfolios to facilitate quality PL learning and quality assessment in Physical Education (PE), from different stakeholder perspectives.MethodsThis interpretive study employed a qualitative design and methods to investigate aspects of feasibility with three purposive participant samples, each bringing different perspectives to the inquiry: established leaders in the field with expertise in PL (n = 11), primary PE professionals with experience in PL and/or assessment (n = 5), and professionals with specialist knowledge in use of e-portfolios and digital technologies (n = 4). Semi-structured interviews with participants were audio-recorded and transcribed. Data was analysed using an inductive thematic approach to identify emergent themes.ResultsAll participants identified e-portfolios as a powerful tool for engaging students in their PL journey and facilitating opportunities for self-reflection and progress evaluation. Findings revealed insights into three overarching themes. These included: philosophical, pedagogical, and pragmatic considerations needing to be addressed for the successful implementation of e-portfolio assessment to support students’ PL journey. Philosophical alignment highlighted the need for teachers to identify the conceptualisation of PL that underpins and guides assessment practices. Pedagogical alignment necessitates student-centred approaches that foster self-reflection on PL development. Pragmatic alignment requires whole-school approaches to resourcing to facilitate e-portfolio assessment and PL development.ConclusionDespite the inherent challenges and tensions associated with assessing PL, e-portfolios are identified as a potent tool for engaging primary aged students in their PL journey. Findings provide direction for primary educators looking to leverage e-portfolios as a means of promoting and supporting PL.

An Instructional Model for Physical Education in the Next Era for Secondary School

Background and Aim: Over the past three years of the COVID-19 pandemic, both the external sports environment for youth physical exercise and the national education policy landscape have undergone significant changes. In light of these developments and to align with physical education instruction in the next era, ensuring high-quality physical education, and promoting the physical fitness of young individuals, this study aims to construct a physical education instructional model “CISSO” (collaborate, input, school, student, output) to better regulate and optimize the process of physical education learning management and improving the quality of learning management. Methods: This study was future research conducted with phase 1 exploring the problem by reviewing literature and 5 experts through Semi-structured interviews, the PESTEL model, and the SIPOC model to analyze influencing factors, to drat physical education instructional concept model; phase 2 by questionnaires and modified Delphi to construct physical education instructional model “CISSO”; phase 3 connoisseurship to determine and evaluate the rationality of the CISSO model. Results: The CISSO Model contains factors of Collaborate, Input, School, Student, and Output such as: (1) Collaborate: a collaborative educational approach guided by the government, led by schools, and supported by social organizations and families. (2) Input: The key to governing school physical education management is to take more measures to increase comprehensive "Input" in school physical education learning. (3) School: The CISSO model places a significant emphasis on aligning with the Curriculum Standards (2022 Edition), and revolves around key components such as "learning, practicing, competing, and evaluation," resulting in a new and cohesive state of physical education. (4) Student: accentuates the subjectivity of students, with a pronounced focus on fostering their psychological development through sports education, thereby progressively instilling positive exercise routines. (5) Output: It holds the promise of driving improvements in students' physical abilities and fostering a greater sense of contentment among parents with the school's physical education initiatives. Conclusion: By implementing the CISSO model, educators and policymakers can gain a deeper understanding of the intricacies involved in managing physical education during the next era of education. The findings from this study will aid in making informed and wise decisions, enabling the formulation of effective strategies to optimize the learning experience of students in this dynamic educational landscape.

Body-related concerns and participation in physical education among adolescent students: the mediating role of motivation.

There is a need to understand better factors influencing participation in physical education (PE) and the mechanisms involved. The adolescent years are characterised by increasing levels of body-related concerns. In PE, the body is judged for its physical abilities and subject to social comparisons and body judgements. Grounded in the Self-Determination Theory, this study aimed to explore whether body-related factors were associated with adolescents' involvement in PE and whether types of motivation mediated this relationship. The study involved 2,140 (54.5% girls) secondary students (15-16-year-olds) from Norway participating in the nationally representative "Health Behaviour in School-aged Children (HBSC) study: a WHO collaborative cross-national study." Body-related factors included Body Mass Index (BMI), health complaints, body perception and dietary behaviours. Gender, age, and socioeconomic status (family affluence) were control variables. Motivation for PE was assessed with the Perceived Locus of Causality (PLOCQ) scale measuring three distinct factors: autonomous motivation, controlled motivation and amotivation. PE involvement was self-reported as weekly participation in PE classes and time spent in moderate-to-vigorous physical activity (MVPA) during PE. Gender (girl), family affluence, health complaints, not being on a diet but wanting to lose weight, and body perception (too fat) were negatively associated with weekly PE participation when adjusting for other variables. This association was largely explained by students' autonomous motivation in the case of health complaints and partly in the case of dietary behaviour and body perception. Similar results were observed for MVPA during PE lessons. Additionally, gender was associated with MVPA through amotivation. The study adds new knowledge to the understanding of the relationship between body-related factors and PE, supporting that autonomous motivation is a central mechanism and an avenue for further research. The results should be considered in planning high-quality PE classes and suggest that an autonomous supportive learning climate sensitive to body-related concerns should be a priority to increase adolescent involvement in PE.

Professional training of future physical education teachers in higher education institutions as a relevant issue of modern science and educational practice

The aim of the research is to theoretically substantiate the professional training of future physical education teachers in higher education institutions as a relevant problem of modern science and educational practice. Research methods: theoretical analysis of scientific and methodological literature and normative documents, analysis, synthesis, and generalization. Results: The study identifies aspects that influence the quality of physical education and its impact on the overall development of students as a component of the professional training of future physical education teachers in higher education institutions. Key aspects include changes in the role of physical education in modern society and the incorporation of modern pedagogical methods and technologies into the education of the younger generation. According to scientific findings, the structure of professional competence of a physical education teacher is outlined. The main reasons for the relevance of professional training for future physical education teachers in contemporary science and practice are defined. Key professional competencies of future physical education teachers are highlighted: methodological, pedagogical, technical skills, adaptability to different conditions and individual needs of students, inclusiveness. Conclusions. The professional training of future physical education teachers in higher education institutions is a multifaceted problem that requires a comprehensive approach. It involves preparing educators who are well-versed in modern pedagogical methods, technology integration, inclusiveness, sports science, and psychology. By focusing on these aspects, educational institutions can ensure that future physical education teachers are adequately prepared to meet the growing needs of students and contribute to their overall development. Thus, the preparation of future physical education teachers in higher education institutions is crucial for ensuring high-quality physical education, promoting health, and fostering the physical development of the younger generation. Future research is needed to define the specific features of forming professional competencies for future physical education teachers.

Physical Education and the Importance of Lifelong Fitness Habits

This paper employed a mixed-methods approach, examines the connection between "Physical Education and the Importance of Lifelong Fitness Habits" in a sample of 500 participants. Quantitative results reveal a positive and statistically significant correlation between perceived physical education quality and lifelong fitness habits (r = 0.59, p < 0.01), with student engagement acting as a key mediator (r = 0.45, p < 0.01). Teacher competence positively associates with both program quality (r = 0.56, p < 0.01) and student engagement (r = 0.68, p < 0.01). Qualitative insights further underscore the role of engaging, well-structured physical education classes and effective teaching in shaping future fitness behaviors. Participants attribute their commitment to lifelong fitness habits to positive experiences within these programs and emphasize the vital roles of parental support and accessible community fitness resources beyond school. In summary, this research underscores the significance of quality physical education, student engagement, effective teaching, and parental involvement in fostering lifelong fitness habits. These findings advocate for investments in high-quality physical education, student engagement strategies, and parental support mechanisms. This study enriches the understanding of the multifaceted dynamics involved in lifelong fitness cultivation, with potential for further research exploring the moderating influence of environmental factors.

Is the development of physical literacy ubiquitous in high-quality physical education?

Current physical literacy recommendations include a focus on enhancing teachers’ knowledge and understanding of the concept. This paper explores whether physical education (PE) practitioners in a country where physical literacy is not foregrounded in educational practice are naturally aligning their approach towards the creation of learning experiences that would nurture physical literacy. Ten in-service Spanish PE teachers delivering Educación Secundaria Obligatoria and Bachillerato education programmes to students aged 13 to 18 years (seven male, three female; mean age: 45 years; mean teaching experience: 17.4 years), unfamiliar with the concept of physical literacy, participated in semi-structured interviews exploring their experiences of delivering PE. Thematic analysis revealed teaching craft, curriculum implementation, differentiation strategies, assessment behaviours, utility of feedback, psychomotor development, and sensitivity to affective domains of learning as overarching themes. Findings provide insight into the practices and behaviours of PE teachers who self-identified as being unfamiliar with the concept of physical literacy. Results suggest that learners are well served through the provision of high-quality PE that ubiquitously satisfies the requirements of developing physically literate individuals, implying how teaching is conducted in relation to developing physical literacy is as important, perhaps more so, than what is understood of the concept.

Optimization of the quality management path of physical education teaching in colleges and universities integrating modern network technology

Abstract Since the 21st century, with the rapid development of network information technology, network technology has begun to be widely used in education. Seizing the opportunity of developing new generation information network technology, establishing a broad coverage education informatization system, strengthening the construction and application of network teaching resource system, and accelerating the development and sharing of high-quality educational resources are the current development goals of education informatization. The open sharing platform of physical education curriculum resources based on MOOC network is an important way to “promote the construction, popularization, and sharing of high-quality physical education resources”. The open-sharing platform of teaching course resources based on MOOC network construction and application has increased access to course resources by 10%. It can promote the exchange and sharing of high-quality teaching resources among universities, realize inter-college cooperation and optimal integration of resources, enrich physical education course resources, and promote the overall improvement of the teaching environment. Furthermore, such improvement in physical education teaching mode improves students’ interest, promotes overall physical education development, guarantees the quality of course teaching, and finally enhances the overall teaching level of the school.

Physical Education: At the Centre of Physical Activity Promotion in Schools.

Whilst recognising and advocating for the role and importance of schools and whole school approaches to the promotion of physical activity in schools, this paper argues that physical education (PE) should be at the centre of and driving schools' efforts to promote physical activity. Various reasons are given for this, with these broadly centring on the unique goal, nature, and responsibilities of the subject with respect to promoting physically active lifestyles and health-related learning. Furthermore, there have been positive strides in recent years to support this endeavour and that serve to highlight, strengthen, and reinforce the focus and responsibility of PE in the promotion of physical activity. In light of these, it is suggested that it is a pivotal time for PE. Equally, it is accepted that PE faces some longstanding challenges that are hindering and raise questions concerning the subject's physical activity promotion efforts. Despite this, it is contended that these should not be unsurmountable, and more recent developments should also help the subject to realise its physical activity promoting potential moving forwards. In particular, the critical importance of high-quality PE that has young people at the core is highlighted. It is concluded that it is both time and timely for the PE profession to be bold, have confidence, and grasp these opportunities and ensure that high-quality PE is central to the explicit planning and co-ordination of meaningful, coherent, relevant, and sustainable physical activity opportunities for young people in schools.

"Where was this when I was in Physical Education?" Physical literacy enriched pedagogy in a quality physical education context.

In recent years, there has been a call to restructure physical education (PE) practices and outcomes. A physical literacy enriched pedagogy approach would support this change by more intentional design of lesson planning that includes concurrent development of competence & confidence and inclusion of students of all levels of ability, leading to holistic development of the student. Despite this potential, there is little research to date that outlines PE pedagogical practices with physical literacy as a foundation. The purpose was to explore pedagogical practices and perspectives from elementary PE teachers through a physical literacy enriched pedagogy lens in a high-quality PE context. One-on-one semi-structured interviews were conducted with a convenience sample of elementary PE teachers within one school division. Interviews with all participants focused on questions related to PE and physical literacy. Thematic analysis was used to analyze the data collected from the audio-recorded interviews. Four themes were generated based on the semi-structured interviews from six elementary PE teachers from one school division. The results identified key physical literacy enriched pedagogical practices based on four themes: supporting a holistic PE experience based upon physical literacy as an outcome; movement within and beyond PE; inclusive and individualized experiences; and physical literacy practices bringing the school community together. The findings were then connected to the physical literacy cycle and UNESCO components of quality PE. All participants spoke to how their pedagogy focused on the holistic development and inclusion of their students based upon activation of various feedback pathways of the physical literacy cycle. The themes that emerged and subsequent insight gained from teachers went beyond existing physical literacy cycles, in particular by discussing development of students from cognitive, affective, social and creative (problem solving) perspectives, supporting an expansion to the existing physical literacy cycle as presented.

The influence of interdisciplinary literacy on learning effects among college students: the mediating effects of online physical education on learning behavior

IntroductionThe development of high-quality physical education curriculums is required in the information age. Interdisciplinary literacy and student learning behavior are two significant factors that affect the quality of teaching and learning. This study explores the relationship between interdisciplinary literacy (IDL) and learning effects (LE) among Chinese college students during the COVID-19 pandemic, as well as the mediating effects of online physical education learning behaviors (OPELB). This research aims to provide a reference for the development of high-quality online physical education.MethodsThe study involved 691 college students from 10 general universities in Shaanxi Province as research subjects. Descriptive statistics, Pearson correlation analysis, multiple regression analysis and Bootstrap testing were used to evaluate the mediating effects.ResultsThere was a significant positive relationship between the three variables of IDL, OPELB, and LE (p < 0.001). Multiple regression analysis found that IDL significantly and positively predicted LE and OPELB (p < 0.001), and OPELB predicted LE (p < 0.001). IDL among college students had a total effect of 0.816 on LE, with OPELB accounting for 22.67% of the mediated effect.DiscussionThis study demonstrates that OPELB has a partial mediating effect on IL and LE, and stable IDL and OPELB improve LE. Therefore, teachers should pay attention to improving students’ IDL while encouraging them to develop better OPELB to achieve satisfactory learning outcomes.

Practice and Thinking of Student Management of University of Physical

Higher normal sports colleges are the cradle of cultivating high-quality physical education talents, and student management is an important cornerstone to achieve the goal. Based on the characteristics of students in sports colleges and universities, this paper explores how to carry out education and practice activities based on moral education from the two levels of practice and thinking of student management in special periods. On the basis of ensuring students’ physical and mental health, normal life and learning order, students can think and understand, enhance their sense of social responsibility, patriotism and responsibility, and propose to help students become a high-quality sports professional for the society through speculative education, moral identity education, network literacy education and other aspects.

Analysis of the Physical Education Teaching Path in Primary and Secondary Schools Under the Guidance of Core Literacy

Since the 2018 National Education Conference in China, physical education has gained importance as a whole, and the development of physical literacy education and teaching has been promoted. In order to ensure high-quality physical education teaching in primary and secondary schools in the new era, it is necessary to take core literacy as the guide to further improve the level of physical education in primary and secondary schools. This article emphasizes the importance of physical education in primary and secondary schools in the new era and analyzes the need of primary and secondary schools for core literacy-oriented physical education. On this basis, targeted suggestions are proposed from three aspects: new concept, new technology, and new evaluation.

P02-10 Irish primary school teacher's perceptions and practices of physical education provision

BackgroundPrimary school physical education (PE) is critical for the development of skills that are essential for lifelong participation in physical activity (PA). Despite this, PE provision in Irish schools is inconsistent, while just 17% of Irish children currently achieve the recommended 60 minutes of daily PA. PE exposes children to regular, developmentally appropriate PA and teachers are essential in ensuring high quality PE is provided. This study aims to examine the perceptions and practises related to PE amongst Irish primary school teachers.MethodsA survey was developed and validated using a modified Delphi technique and included 57 questions to examine Irish primary school teachers current teaching practices and supports needed to enhance their PE provision. A link to the survey was emailed to all Irish primary schools and shared on social media. SPSS version 27 was used for data analysis.ResultsOf the 473 respondents, 84.4% were female, 15.2% male and 0.4% didn't say (median age=34 (IQR=12)). Respondents indicated PE is timetabled (90.7%) and taught weekly (97%) in most schools. Time allocated for PE is used for other subjects in 35.9% of cases. Respectively, 40.8% and 52.4% of respondents indicated they never plan for or reflect on their teaching of PE. Just 57.1% of respondents indicated sufficient facilities, while 46.3% believe their equipment is insufficient. Approximately half (45.5%) have undertaken continuous professional development, citing a lack of courses offered, time and other priorities as barriers to undertaking additional training. Teachers cited their own lack of competence and confidence to teach PE as reasons why they would welcome engagement from a specialist PE teacher for certain strands (32.3%) or as a general support in PE (24.1%).ConclusionAlthough the vast majority of primary school teachers deliver PE on a weekly basis, these findings suggest teachers require additional supports to assist in their provision of PE. Novel approaches, such as the engagement of specialist PE teachers to support delivery in primary schools, are required to improve PE for Irish youths.

Are women equally represented in high-quality physical education research? Evidence from 2000 to 2020

ABSTRACT Studies on gender gaps in research have reported several differences favoring males over females. Women scholars face many more barriers and biases in their professional career when compared to their men colleagues. This descriptive study aimed to provide, for the first time, a contemporary picture of women’s representativeness in high-quality physical education research (JCR-Q1-Q2 journals) from 2000 to 2020. Based on prevalent metrics, the following specific research questions were used to guide the concern and direction of this gender-gap analysis: (RQ1) What is the women/men first authorship ratio? (RQ2) What is the women/men authors’ ratio in the top 1–2% contribution? (RQ3) What are the women/men citation rates and h-index ratios? (RQ4) What is the women/men ratio in the roles of editor-in-chief or editorial board members? A total of 1,815 published articles from six top peer-reviewed journals (European Physical Education Review, Journal of Teaching in Physical Education, Physical Education and Sport Pedagogy, Quest, Research Quarterly for Exercise and Sport, and Sport, Education and Society) and their respective editorial board members (n = 258) were examined. A gender-gap analysis was conducted on four elements: first authorships, contributions, citations and h-index, and editorial board membership. The results reported: (1) 41.6% of women first authorship, (2) 27.7% of the top 1–2% of total contributions were women, (3) 29.62% of articles with more than 100 citations were published by women as first authors, (4) no gender differences in h-index of the top 1–2% researchers, (5) no women held the editor-in-chief position, and (6) 46.9% of editorial team members were women. These findings show that women are still underrepresented in high-quality research in physical education, and they represent a critical starting point to trace working paths. Administrations should activate mechanisms to seek gender equality. In particular, gender-equity policies should be promoted in physical education research.

Physical Education and Physical Activity Within a Whole School, Whole Community, Whole Child Approach

The purpose of this article is to introduce the Comprehensive School Physical Activity Program (CSPAP) model as the physical education (PE) and physical activity (PA) component of the Whole School, Whole Community, Whole Child (WSCC) model. CSPAP consists of five core elements including quality PE, PA during school, PA before/after school, staff involvement, and family & community engagement, with quality PE serving as the cornerstone. There are extensive resources to support the implementation of CSPAP in schools from organizations such as the Centers for Disease Control and Prevention (CDC), Springboard to Active Schools, and SHAPE America – Society of Health and Physical Educators. Health and physical education (HPE) professionals interested in promoting PE and PA in schools should focus on four main strategies: (1) ensure quality PE, (2) follow the steps in the CDC’s CSPAP Guide, (3) advocate for PE and PA at the school, district, and state levels, and (4) participate in continuing professional development related to the five components of CSPAP. For physical education teacher education (PETE) programs wishing to support CSPAP, it is essential to first develop high quality PE teachers. Then, they can consider a variety of strategies for extending preservice teacher learning to other school PA opportunities through integrated coursework and alternative field experiences. One key to successful CSPAP implementation is collaboration with community members outside of the school, including universities. The article concludes with a hypothetical example of how a school could integrate the strategies outlined here.