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Promoting an Active School Culture: Tools, Resources, and Recognition

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Title: Promoting an Active School Culture: Tools, Resources, and Recognition
Language: English
Authors: Brian Dauenhauer, Jaimie McMullen (ORCID 0000-0001-8157-8442), Jennifer Krause, Taemin Ha, Lisa Paulson, Veronica Becerrra, Jessica Pena, Bryanna Mieles
Source: Journal of Physical Education, Recreation & Dance. 2024 95(7):8-14.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 7
Publication Date: 2024
Document Type: Journal Articles
Reports - Descriptive
Descriptors: School Culture, Educational Change, Wellness, Physical Activities, Comprehensive Programs, Health Promotion, Resource Materials, Physical Education, Program Descriptions, Evidence Based Practice, Faculty Development, Recognition (Achievement)
DOI: 10.1080/07303084.2024.2370785
ISSN: 0730-3084
2168-3816
Abstract: Within a whole-of-school approach to student wellness, comprehensive school physical activity programs (CSPAPs) offer opportunities for physical activity before, during, and after the school day. However, to successfully influence behavior and fully reap the physical, cognitive, and psychological benefits of an active lifestyle, schools must strive to embed a culture of physical activity into the fabric of the school community. The national Active Schools movement, established to provide schools with the necessary tools to ensure that all children in the United States have the opportunity to participate in 60 minutes of physical activity each day, has developed a framework for an active school culture that includes nine essential elements. This article introduces the framework and describes the open-source tools and resources offered through Active Schools to promote school-based physical activity, including foundational guidance documents, assessment tools, professional development opportunities, and a school recognition system.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1438623
Database: ERIC
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  Value: <anid>AN0179435704;erd01sep.24;2024Sep06.05:49;v2.2.500</anid> <title id="AN0179435704-1">Promoting an Active School Culture: Tools, Resources, and Recognition </title> <p>Within a whole-of-school approach to student wellness, comprehensive school physical activity programs (CSPAPs) offer opportunities for physical activity before, during, and after the school day. However, to successfully influence behavior and fully reap the physical, cognitive, and psychological benefits of an active lifestyle, schools must strive to embed a culture of physical activity into the fabric of the school community. The national Active Schools movement, established to provide schools with the necessary tools to ensure that all children in the United States have the opportunity to participate in 60 minutes of physical activity each day, has developed a framework for an active school culture that includes nine essential elements. This article introduces the framework and describes the open-source tools and resources offered through Active Schools to promote school-based physical activity, including foundational guidance documents, assessment tools, professional development opportunities, and a school recognition system.</p> <p>Internationally, several organizations advocate for whole-of-school approaches related to school health, wellness, and physical activity. The United Nations Educational, Scientific, and Cultural Organization (UNESCO) suggests that increased participation in physical activity and physical education not only benefits individuals but also positively impacts whole communities (UNESCO, [<reflink idref="bib19" id="ref1">19</reflink>]). Additionally, the World Health Organization (WHO), through its Health-Promoting Schools initiative, advocates that schools provide a healthy setting for students, teachers, and the community, including access to physical activity (WHO & UNESCO, [<reflink idref="bib22" id="ref2">22</reflink>]).</p> <p>These international efforts align with the Whole School, Whole Community, Whole Child (WSCC) model in the United States, which is a multicomponent approach that supports the overall health and wellness of children and youths in schools (Centers for Disease Control and Prevention [CDC], [<reflink idref="bib9" id="ref3">9</reflink>]). Included within the WSCC model, physical education and physical activity are prominently positioned to support the development of motor skills, knowledge, and behaviors needed for young people to be physically active for a lifetime (Dauenhauer & Stoepker, [<reflink idref="bib10" id="ref4">10</reflink>]).</p> <p>Complementing the WSCC model, the Comprehensive School Physical Activity Program (CSPAP) model — which includes physical education, physical activity before and after school, physical activity during school, staff involvement, and family and community engagement (CDC, [<reflink idref="bib8" id="ref5">8</reflink>]; SHAPE America–Society of Health and Physical Educators, [<reflink idref="bib17" id="ref6">17</reflink>]) — highlights the importance of the whole school when striving to create a more active culture. A CSPAP aims to provide opportunities for students to achieve 60 minutes of moderate-to-vigorous physical activity each day through a coordinated, whole-school approach to physical activity promotion.</p> <p>Whole-of-school approaches to school health, wellness, and physical activity are grounded in a socio-ecological systems perspective (Carson et al., [<reflink idref="bib7" id="ref7">7</reflink>]; Webster et al., [<reflink idref="bib20" id="ref8">20</reflink>]), in which behaviors are influenced not only by personal characteristics and individual choice but also by external social and environmental factors that can facilitate or serve as barriers to healthy behavior (Bronfenbrenner, [<reflink idref="bib6" id="ref9">6</reflink>]; Huh et al., [<reflink idref="bib12" id="ref10">12</reflink>]; McLeroy et al., [<reflink idref="bib13" id="ref11">13</reflink>]). The idea of an active school culture recognizes the many factors at play in school physical activity promotion, including not only the physical activity opportunities themselves but also the people, policies, and systems that contribute to a larger culture of physical activity within a school community. According to Active Schools ([<reflink idref="bib1" id="ref12">1</reflink>], p. 7), an active school culture consists of:</p> <p>deliberate, systematic, and sustained efforts among teachers, administrators, school staff, parents, community members, and students to fully integrate physical activity into the essential fabric of a school community. It involves a team approach with clear goals and objectives that are regularly evaluated along with ongoing professional development for adults who are responsible for facilitating physical activity opportunities to ensure they are equitable and contribute to a lifelong desire to be physically active. Furthermore, an active school culture involves a shared understanding and value for the overall well-being of students that is derived from regular participation in physical activity.</p> <hd id="AN0179435704-2">Introduction to Active Schools</hd> <p>Let's Move! Active Schools was a national initiative that played a crucial role in former First Lady Michelle Obama's signature Let's Move! campaign. First launched in 2013, Let's Move! Active Schools focused on ensuring that PK–12 schools across the United States provided students with the opportunity to participate in 60 minutes of physical activity daily (Erwin & Centeio, [<reflink idref="bib11" id="ref13">11</reflink>]). Central to Let's Move! Active Schools' work was its alignment with CSPAP and efforts to help schools understand the importance of physical activity in the school setting with its slogan, "Active Kids Do Better."</p> <p>In 2016, as the former first lady transitioned out of office, Let's Move! Active Schools became Active Schools. Similar to Let's Move! Active Schools, the purpose of Active Schools is to ensure PK–12 schools offer students physical education and physical activity opportunities before, during, and after school to meet the recommended 60 minutes a day of physical activity. Active Schools seeks to influence organizational changes that will empower schools to focus on educating the whole child. The movement is powered by more than 60 public and private collaborative health and education organizations — including Action for Healthy Kids, OPEN, SHAPE America — Society of Health and Physical Educators, the CDC, CATCH Global Foundation, and PlayCore, among others — who believe that coordinated and unified action are needed to create meaningful, sustainable, and large-scale social change (Active Schools, [<reflink idref="bib5" id="ref14">5</reflink>]).</p> <p>Annual campaigns hosted by Active Schools focus on staff engagement and family and community involvement through various initiatives. One such initiative, Active Classrooms Month, encourages teachers and families to integrate movement and physical activity every day in the month of February. Movement and physical activity resources are provided to teachers and families/caregivers to use with their children in diverse settings (e.g., classroom, during virtual learning, at home). Similarly, Play All May invites participants from around the country to join in being active throughout the month of May. In partnership with OPEN, Active Schools also offers Family Physical Education Week, an event traditionally held during the first week of October. The goal of this event is to bring awareness to families, schools, and the community to help them understand the importance of physical education (Active Schools, [<reflink idref="bib5" id="ref15">5</reflink>]). Suggested activities, resources, and tools are provided on the Active Schools website for each of these initiatives.</p> <p>The Active Schools vision, mission, and core values are presented in Figure 1. With coordinated support from a wide variety of public, private, and civil organizations, Active Schools seeks to influence systems and policy changes so schools can offer "opportunities for academic, social, emotional, and physical learning so that all children have the ability, confidence, and desire to lead active, healthy lives" (Active Schools, [<reflink idref="bib5" id="ref16">5</reflink>]). Salient to Active Schools' mission is the integration of evidence-based physical activity practices throughout PK–12 schools in the United States.</p> <p>Graph: Figure 1. Active Schools Vision, Mission, and Core Values.</p> <p>PHOTO (COLOR): Figure 2. Framework for an Active School Culture.</p> <p>Graph: Figure 3. The Nine Essential Elements of an Active School Culture.</p> <p>In 2021, Active Schools commissioned the University of Northern Colorado's Active Schools Institute to produce a variety of foundational guidance documents to serve as public resources, including a Guiding Framework, School Implementation Guide, Menus of Evidence-Based Practices, and Evaluation Handbook. These resources are intended to support school, community, and/or organizational efforts to implement, sustain, and monitor physical activity opportunities for children.</p> <hd id="AN0179435704-3">Foundational Guidance Documents</hd> <p></p> <hd id="AN0179435704-4">Guiding Framework</hd> <p>To promote evidence-based physical activity programs in schools, Active Schools developed a framework with nine essential elements of an active school culture (see Figures 2 and 3). The nine elements work in synergy to collectively define a school community that values physical activity for the physical, cognitive, social, and emotional benefits to the whole child. It is important to note that diversity, equity, and inclusion are presented as the first element and are infused into all other essential elements, in line with the belief that physical activity is a right, not a privilege. The Guiding Framework document (Active Schools, [<reflink idref="bib1" id="ref17">1</reflink>]) describes each element in depth by including a body of literature that supports its inclusion in the conceptualization of an active school culture. In the document, the research literature is synthesized using higher tiers of evidence from systematic reviews, meta-analyses, and national guidance documents. Schools can use the nine essential elements in the Guiding Framework as a foundation for developing, implementing, and sustaining an active school culture.</p> <hd id="AN0179435704-5">School Implementation Guide</hd> <p>To help schools get started, Active Schools developed a School Implementation Guide with actionable steps, tangible strategies, and helpful resources to promote an active school culture (Active Schools, [<reflink idref="bib2" id="ref18">2</reflink>]). The School Implementation Guide is aligned with the nine essential elements of an active school culture. Schools can think of this document as a brief "how to" guide that can help build a more robust active school culture. By providing a rationale for the inclusion of each element within the Active Schools framework, the document may also be a useful advocacy tool in working towards implementing all nine elements in schools.</p> <hd id="AN0179435704-6">The School Implementation Guide lists evidence-based practices that have been proven to be ef...</hd> <p></p> <hd id="AN0179435704-7">Menus of Evidence-Based Practices</hd> <p>The Menus of Evidence-Based Practices offer the most condensed and actionable strategies that can be implemented in PK–12 schools in a checklist format (Active Schools, [<reflink idref="bib3" id="ref19">3</reflink>]). For example, within the element of school and staff leadership, it is recommended that schools "include diverse community members on their active school committee" (p. 7). Schools can use this document to reflect on practices that are already being implemented or plan for new practices. The document also serves as the foundation for school recognition (further described below). The menus provide clear and accessible evidence-based practices for each of the nine essential elements of an active school culture</p> <hd id="AN0179435704-8">Evaluation Handbook</hd> <p>Knowing that many schools need further assistance with assessment, Active Schools created an Evaluation Handbook to help schools measure and assess variables associated with an active school culture (Active Schools, [<reflink idref="bib4" id="ref20">4</reflink>]). The handbook is composed of two sections: process evaluation and outcome evaluation. Process evaluation helps schools understand the who, what, when, where, and why of program implementation, and outcome evaluation helps schools understand the impact and results of their efforts. This document provides ideas of general methods schools can use to collect data, while also introducing practical tools that help to evaluate physical activity programming. In addition, the handbook includes a four-step process for getting started with evaluation and how to use the data that are collected to drive instruction, program improvement, curriculum, and advocacy efforts.</p> <hd id="AN0179435704-9">Tools for Planning, Implementation, and Evaluation</hd> <p>In addition to these foundational guidance documents, Active Schools also offers tools to help schools plan for, implement, and evaluate an active school culture. The Youth Activity Profile (YAP) and the Comprehensive School Physical Activity Program Policies and Practices Questionnaire (CSPAP-Q) are two tools offered for free through Active Schools that can be used to evaluate both process and outcome measures in students' physical activity and school-based programs. Essentially, these tools can help schools determine the effectiveness of their physical activity programs and identify areas of need.</p> <hd id="AN0179435704-10">Youth Activity Profile</hd> <p>The Youth Activity Profile (YAP) is a web-based, self-administered, seven-day recall instrument designed to assess personal activity patterns among youths (Saint-Maurice & Welk, [<reflink idref="bib14" id="ref21">14</reflink>]). This tool allows youths to assess their physical activity and sedentary behavior through 15 items divided into three thematic sections: (<reflink idref="bib1" id="ref22">1</reflink>) Activity Level at School (five items), (<reflink idref="bib2" id="ref23">2</reflink>) Outside of School (five items), and (<reflink idref="bib3" id="ref24">3</reflink>) Sedentary Behavior (five items). The Activity Level at School section captures participation in physical activity during five specific time segments (transportation to school, during physical education, during recess, in the classroom, and transportation from school). Items in the Outside of School section are subdivided into physical activity on weekdays (before school, after school, and on weeknights) and physical activity on weekend days (Saturday and Sunday). The Sedentary Behavior section asks about time spent watching television, playing video games, using a computer, using a cell phone, and overall sedentary habit time. With the YAP, youths can become aware of their personal activity patterns and consider ways to be more active, and by extension, schools can obtain classroom-, grade-, and school-level data to inform physical activity leaders, administrative personnel, or researchers in evaluating physical activity programming at their schools. The YAP is valid, reliable, and suitable for use with students in grades four through 12 (Saint-Maurice et al., [<reflink idref="bib16" id="ref25">16</reflink>]; Saint-Maurice & Welk, [<reflink idref="bib15" id="ref26">15</reflink>]; Welk et al., [<reflink idref="bib21" id="ref27">21</reflink>]).</p> <hd id="AN0179435704-11">Comprehensive School Physical Activity Program Policies and Practices Questionnaire</hd> <p>The Comprehensive School Physical Activity Program Policies and Practices Questionnaire (CSPAP-Q) is a valid and reliable web-based instrument to assess policies and practices related to the five components of CSPAP, encompassing physical education, physical activity during school, physical activity before and after school, staff involvement, and family and community engagement (Stoepker et al., [<reflink idref="bib18" id="ref28">18</reflink>]). To support the Active Schools movement, the CSPAP-Q was modified to a more practical and user-friendly version, with a scoring and grading system that physical activity leaders can easily implement in their school communities. The revised version consists of 50 items related to CSPAP, four items related to wellness policy status, and basic demographic questions. Users are asked to respond to each item (e.g., "Is your physical education program evaluated on an annual basis?") with one of three response options, "Yes," "No," and "I Don't Know." Once each section is completed, a score and grade — along with a summary of policies, practices, and relevant recommendations for the corresponding CSPAP component area — are presented. At the end of the questionnaire, respondents can see the overall score and grade for their school physical activity policies and practices. The CSPAP-Q can help schools evaluate their current policies and practices, allowing physical activity leaders and administrative personnel to identify and pinpoint specific needs related to school physical activity that positively impact students' health and well-being.</p> <hd id="AN0179435704-12">Professional Development</hd> <p>Acknowledging that ongoing professional development is essential to developing an active school culture, Active Schools offers multiple options for professional development to those interested in increasing or improving physical activity in their school community. Among these opportunities are three online courses to help school professionals develop knowledge and skills around physical activity promotion. The first course, "Evidence-Based Strategies for Physical Education & Physical Activity," focuses on the inner triad of the active school culture framework (refer to Figure 2) and includes strategies for delivering quality physical education, physical activity programming during school, and physical activity programming before and after the school day. Key learning tasks include exploring and reflecting on the demographics of the local school community and analyzing opportunities for physical activity before, during, and after the school day. The culminating experience is the completion of a needs assessment that helps participants prioritize areas of strength and needed growth.</p> <p>The second course, "Effective Leadership for Active Schools," introduces a systematic approach to leading, planning, implementing, and evaluating a CSPAP, and addresses two elements within the inner blue ring of the Active Schools framework. In addition to prompting participants to form an active school committee and consider options for enhanced staff wellness programming (school and staff leadership), the course guides participants through a stepwise process of planning, implementation, and evaluation that is based on implementation science. Participants produce an implementation and evaluation plan and critically reflect on how data can drive continuous improvement in the school community.</p> <p>The third course is "Support Systems for an Active School Culture." This course addresses elements from the blue and red rings and introduces strategies for family/community engagement, policy and advocacy, and professional development. Key learning tasks include policy analysis and a continuing professional development plan. In combination, the three professional development courses cover all nine essential elements of an active school culture and guide participants through all the tools and resources available through Active Schools. The courses are fully online, asynchronous, and free to all registered Active Schools Champions. It is expected that each course will take six to 18 weeks to complete, resulting in 18 hours of continuing education credit.</p> <p>In addition to the online courses, Active Schools hosts a national summit designed to gather school professionals who have an interest in physical activity promotion. This includes physical education teachers, subject area teachers, administrators, school staff, and parents who want to know more about how to effectively promote physical activity within their school communities. The first iteration of the event was hosted virtually in 2022 and attracted more than 300 participants from around the country. The second event in 2023 was hosted on the campus of the University of Northern Colorado (UNC) in collaboration with the UNC Active Schools Institute. This gathering included general sessions with keynote speakers, breakout sessions on topics associated with the nine essential elements of an active school culture, exhibitors with products and services that support school physical activity, and social activities that allowed participants to network with other professionals who share a passion for school physical activity. The summit is expected to be an annual event that attracts a broad audience of school health advocates from around the country.</p> <hd id="AN0179435704-13">Program Endorsement</hd> <p>Many organizations provide programs for schools to aid in their pursuit of an active school culture. These include various programs that align with the nine essential elements of an active school culture and evidence-based practices. The endorsement process includes an online application in which organizations can submit a description of their program, sample program outcomes, alignment to evidence-based practices, and documentation/evidence. Programs endorsed by Active Schools are featured on the Menus of Evidence-Based Practices. School leaders can use this tool during implementation planning as they consider what programs would be best for their school community. The endorsement process is beneficial for both organizations from a promotional standpoint, as well as for schools that will be able to easily identify programs that have been formally reviewed by Active Schools.</p> <hd id="AN0179435704-14">School Recognition</hd> <p>Establishing an active school culture is a multifaceted challenge that requires intentional effort and resources. Schools that are successful in this process deserve acknowledgment and, for this reason, Active Schools created the school recognition program. Earning school recognition involves the selection, implementation, and documentation of evidence-based practices found in the Menus of Evidence-Based Practices. For each implemented evidence-based practice, schools can earn points and badges for different elements (see Figure 4). For example, a school could earn the physical activity during the school day badge if they implement enough evidence-based practices to score 50 points related to this element. Schools have the opportunity to earn badges for all nine elements. Schools can also earn an Active Schools flag if they demonstrate achievement in five or more elements. To earn points and badges, schools must submit an application for review that includes school information, a description of each evidence-based practice being implemented, and documentation/evidence of implementation, which are reviewed by the Active Schools evaluation team several times per year.</p> <p>PHOTO (COLOR): Figure 4. Active Schools Badges for School Recognition.</p> <hd id="AN0179435704-15">A Call to Action</hd> <p>Active kids do better in school and in life, and Active Schools believes that physical activity is a right, not a privilege. All kids deserve to grow and thrive in a school community that values physical activity for the physical, social, emotional, and cognitive benefits it provides (Active Schools, [<reflink idref="bib1" id="ref29">1</reflink>]). If the vision and mission of Active Schools resonate for you, there are five main ways you can take action:</p> <p></p> <ulist> <item> Register for free to become an Active Schools Champion.</item> <p></p> <item> Review the foundational guidance documents.</item> <p></p> <item> Use the free tools and resources available on Active Schools' website.</item> <p></p> <item> Engage in professional development and encourage other school staff to do so as well.</item> <p></p> <item> Submit your materials for Active Schools recognition.</item> </ulist> <p>To learn more about Active Schools, please visit https://<ulink href="http://www.activeschoolsus.org/">www.activeschoolsus.org/</ulink>.</p> <hd id="AN0179435704-16">Disclosure Statement</hd> <p>No potential conflict of interest was reported by the author(s)</p> <ref id="AN0179435704-17"> <title> References </title> <blist> <bibl id="bib1" idref="ref12" type="bt">1</bibl> <bibtext> Active Schools. (2022a). Guiding framework for active schools. Action for Healthy Kids. https://<ulink href="http://www.activeschoolsus.org/wp-content/uploads/2022/08/Active-Schools-Guiding-Framework.pdf">www.activeschoolsus.org/wp-content/uploads/2022/08/Active-Schools-Guiding-Framework.pdf</ulink>.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref18" type="bt">2</bibl> <bibtext> Active Schools. (2022b). School implementation guide. Action for Healthy Kids. https://<ulink href="http://www.activeschoolsus.org/wp-content/uploads/2022/08/Active-Schools-Implementation-Guide.pdf">www.activeschoolsus.org/wp-content/uploads/2022/08/Active-Schools-Implementation-Guide.pdf</ulink>.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref19" type="bt">3</bibl> <bibtext> Active Schools. (2022c). Menus of evidence-based practices. 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E., & Centeio, E. E. (2020). Advocating for CSPAPs. In R.L. Carson & C.A. Webster, Comprehensive school physical activity programs: Putting research into evidence-based practice. (pp. 279 – 289). Human Kinetics.</bibtext> </blist> <blist> <bibtext> Huh, D., Zhou, S., Crowley-McHattan, Z. J., & Liu, Z. (2021). Factors that influence participation in physical activity in school-aged children and adolescents: A systematic review from the social ecological model perspective. International Journal of Environmental Research and Public Health, 18 (6), 3147. https://doi.org/10.3390/ijerph18063147</bibtext> </blist> <blist> <bibtext> McLeroy, K. R., Bibeau, D., Steckler, A., & Glanz, K. (1988). An ecological perspective on health promotion programs. Health Education Quarterly, 15 (4), 351 – 377. https://doi.org/10.1177/109019818801500401</bibtext> </blist> <blist> <bibtext> Saint-Maurice, P. F., & Welk, G. J. (2014). Web-based assessments of physical activity in youth: Considerations for design and scale calibration. Journal of Medical Internet Research, 16 (12), e269. https://doi.org/10.2196/jmir.3626</bibtext> </blist> <blist> <bibtext> Saint-Maurice, P. F., & Welk, G. J. (2015). Validity and calibration of the youth activity profile. PLoS One, 10 (12), Article e0143949. https://doi.org/10.1371/journal.pone.0143949</bibtext> </blist> <blist> <bibtext> Saint-Maurice, P. F., Kim, Y., Hibbing, P., Oh, A. Y., Perna, F. M., & Welk, G. J. (2017). Calibration and validation of the youth activity profile: The FLASHE study. American Journal of Preventive Medicine, 52 (6), 880 – 887. https://doi.org/10.1016/j.amepre.2016.12.010</bibtext> </blist> <blist> <bibtext> SHAPE America – Society of Health and Physical Educators. (n.d.). CSPAP: Comprehensive School Physical Activity Program. https://<ulink href="http://www.shapeamerica.org/cspap/">www.shapeamerica.org/cspap/</ulink></bibtext> </blist> <blist> <bibtext> Stoepker, P., Dauenhauer, B., Carson, R. L., & Moore, J. B. (2021). Comprehensive school physical activity program policies and practices questionnaire (CSPAP-Q). Research Quarterly for Exercise and Sport, 92 (1), 100 – 110. https://doi.org/10.1080/02701367.2019.1711008</bibtext> </blist> <blist> <bibtext> United Nations Educational, Scientific, and Cultural Organization. (2015). Inter-national charter of physical education, physical activity, and sport. https://<ulink href="http://www.unesco.org/en/sport-and-anti-doping/international-charter-sport">www.unesco.org/en/sport-and-anti-doping/international-charter-sport</ulink>.</bibtext> </blist> <blist> <bibtext> Webster, C. A., Rink, J. E., Carson, R. L., Moon, J., & Gaudreault, K. L. (2020). The comprehensive school physical activity program model: A proposed illustrative supplement to help move the needle on youth physical activity. Kinesiology Review, 9 (2), 112 – 121. https://doi.org/10.1123/kr.2019-0048</bibtext> </blist> <blist> <bibtext> Welk, G. J., Saint-Maurice, P. F., Dixon, P. M., Hibbing, P. R., Bai, Y., McLoughlin, G. M., & da Silva, M. P. (2021). Calibration of the online youth activity profile assessment for school-based applications. Journal for the Measurement of Physical Behaviour, 4 (3), 236 – 246. https://doi.org/10.1123/jmpb.2020-0048</bibtext> </blist> <blist> <bibtext> World Health Organization and United Nations Educational, Scientific, and Cultural Organization. (2021). Making every school a health-promoting school: Implementation guidance. https://<ulink href="http://www.who.int/publications/i/item/9789240025073">www.who.int/publications/i/item/9789240025073</ulink>.</bibtext> </blist> </ref> <aug> <p>By Brian Dauenhauer; Jaimie McMullen; Jennifer Krause; Taemin Ha; Lisa Paulson; Veronica Becerrra; Jessica Pena and Bryanna Mieles</p> <p>Reported by Author; Author; Author; Author; Author; Author; Author; Author</p> <p></p> <p>Brian Dauenhauer is a professor in the Department of Kinesiology, Nutrition, & Dietetics at the University of Northern Colorado, Greeley, CO. Jaimie McMullen is an assistant professor in the Department of Kinesiology and Rehabilitation Science at the University of Hawaii Manoa, HI. Jennifer Krause is a professor in the Department of Kinesiology, Nutrition, & Dietetics at the University of Northern Colorado, Greeley, CO. Taemin Ha is an assistant professor in the Department of Family, Nutrition, and Exercise Sciences at City University of New York, Queens College, NY. Lisa Paulson and Veronica Becerra are doctoral candidates in the Department of Kinesiology, Nutrition, & Dietetics at the University of Northern Colorado, Greeley, CO. Jessica Pena is a doctoral student in the School of Psychology, University at the University of Northern Colorado, Greeley, CO. Bryanna Mieles is a master's student in the Department of Kinesiology, Nutrition, & Dietetics at the University of Northern Colorado, Greeley, CO.</p> <p>Brian Dauenhauer is a professor in the Department of Kinesiology, Nutrition, & Dietetics at the University of Northern Colorado, Greeley, CO. Jaimie McMullen is an assistant professor in the Department of Kinesiology and Rehabilitation Science at the University of Hawaii Manoa, HI. Jennifer Krause is a professor in the Department of Kinesiology, Nutrition, & Dietetics at the University of Northern Colorado, Greeley, CO. Taemin Ha is an assistant professor in the Department of Family, Nutrition, and Exercise Sciences at City University of New York, Queens College, NY. Lisa Paulson and Veronica Becerra are doctoral candidates in the Department of Kinesiology, Nutrition, & Dietetics at the University of Northern Colorado, Greeley, CO. Jessica Pena is a doctoral student in the School of Psychology, University at the University of Northern Colorado, Greeley, CO. Bryanna Mieles is a master's student in the Department of Kinesiology, Nutrition, & Dietetics at the University of Northern Colorado, Greeley, CO.</p> <p>Brian Dauenhauer is a professor in the Department of Kinesiology, Nutrition, & Dietetics at the University of Northern Colorado, Greeley, CO. Jaimie McMullen is an assistant professor in the Department of Kinesiology and Rehabilitation Science at the University of Hawaii Manoa, HI. Jennifer Krause is a professor in the Department of Kinesiology, Nutrition, & Dietetics at the University of Northern Colorado, Greeley, CO. Taemin Ha is an assistant professor in the Department of Family, Nutrition, and Exercise Sciences at City University of New York, Queens College, NY. Lisa Paulson and Veronica Becerra are doctoral candidates in the Department of Kinesiology, Nutrition, & Dietetics at the University of Northern Colorado, Greeley, CO. Jessica Pena is a doctoral student in the School of Psychology, University at the University of Northern Colorado, Greeley, CO. Bryanna Mieles is a master's student in the Department of Kinesiology, Nutrition, & Dietetics at the University of Northern Colorado, Greeley, CO.</p> <p>Brian Dauenhauer is a professor in the Department of Kinesiology, Nutrition, & Dietetics at the University of Northern Colorado, Greeley, CO. Jaimie McMullen is an assistant professor in the Department of Kinesiology and Rehabilitation Science at the University of Hawaii Manoa, HI. Jennifer Krause is a professor in the Department of Kinesiology, Nutrition, & Dietetics at the University of Northern Colorado, Greeley, CO. Taemin Ha is an assistant professor in the Department of Family, Nutrition, and Exercise Sciences at City University of New York, Queens College, NY. Lisa Paulson and Veronica Becerra are doctoral candidates in the Department of Kinesiology, Nutrition, & Dietetics at the University of Northern Colorado, Greeley, CO. Jessica Pena is a doctoral student in the School of Psychology, University at the University of Northern Colorado, Greeley, CO. Bryanna Mieles is a master's student in the Department of Kinesiology, Nutrition, & Dietetics at the University of Northern Colorado, Greeley, CO.</p> <p>Brian Dauenhauer is a professor in the Department of Kinesiology, Nutrition, & Dietetics at the University of Northern Colorado, Greeley, CO. Jaimie McMullen is an assistant professor in the Department of Kinesiology and Rehabilitation Science at the University of Hawaii Manoa, HI. Jennifer Krause is a professor in the Department of Kinesiology, Nutrition, & Dietetics at the University of Northern Colorado, Greeley, CO. Taemin Ha is an assistant professor in the Department of Family, Nutrition, and Exercise Sciences at City University of New York, Queens College, NY. Lisa Paulson and Veronica Becerra are doctoral candidates in the Department of Kinesiology, Nutrition, & Dietetics at the University of Northern Colorado, Greeley, CO. Jessica Pena is a doctoral student in the School of Psychology, University at the University of Northern Colorado, Greeley, CO. Bryanna Mieles is a master's student in the Department of Kinesiology, Nutrition, & Dietetics at the University of Northern Colorado, Greeley, CO.</p> <p>Brian Dauenhauer is a professor in the Department of Kinesiology, Nutrition, & Dietetics at the University of Northern Colorado, Greeley, CO. Jaimie McMullen is an assistant professor in the Department of Kinesiology and Rehabilitation Science at the University of Hawaii Manoa, HI. Jennifer Krause is a professor in the Department of Kinesiology, Nutrition, & Dietetics at the University of Northern Colorado, Greeley, CO. Taemin Ha is an assistant professor in the Department of Family, Nutrition, and Exercise Sciences at City University of New York, Queens College, NY. Lisa Paulson and Veronica Becerra are doctoral candidates in the Department of Kinesiology, Nutrition, & Dietetics at the University of Northern Colorado, Greeley, CO. Jessica Pena is a doctoral student in the School of Psychology, University at the University of Northern Colorado, Greeley, CO. Bryanna Mieles is a master's student in the Department of Kinesiology, Nutrition, & Dietetics at the University of Northern Colorado, Greeley, CO.</p> <p>Brian Dauenhauer is a professor in the Department of Kinesiology, Nutrition, & Dietetics at the University of Northern Colorado, Greeley, CO. Jaimie McMullen is an assistant professor in the Department of Kinesiology and Rehabilitation Science at the University of Hawaii Manoa, HI. Jennifer Krause is a professor in the Department of Kinesiology, Nutrition, & Dietetics at the University of Northern Colorado, Greeley, CO. Taemin Ha is an assistant professor in the Department of Family, Nutrition, and Exercise Sciences at City University of New York, Queens College, NY. Lisa Paulson and Veronica Becerra are doctoral candidates in the Department of Kinesiology, Nutrition, & Dietetics at the University of Northern Colorado, Greeley, CO. Jessica Pena is a doctoral student in the School of Psychology, University at the University of Northern Colorado, Greeley, CO. Bryanna Mieles is a master's student in the Department of Kinesiology, Nutrition, & Dietetics at the University of Northern Colorado, Greeley, CO.</p> <p>Brian Dauenhauer is a professor in the Department of Kinesiology, Nutrition, & Dietetics at the University of Northern Colorado, Greeley, CO. Jaimie McMullen is an assistant professor in the Department of Kinesiology and Rehabilitation Science at the University of Hawaii Manoa, HI. Jennifer Krause is a professor in the Department of Kinesiology, Nutrition, & Dietetics at the University of Northern Colorado, Greeley, CO. Taemin Ha is an assistant professor in the Department of Family, Nutrition, and Exercise Sciences at City University of New York, Queens College, NY. Lisa Paulson and Veronica Becerra are doctoral candidates in the Department of Kinesiology, Nutrition, & Dietetics at the University of Northern Colorado, Greeley, CO. Jessica Pena is a doctoral student in the School of Psychology, University at the University of Northern Colorado, Greeley, CO. Bryanna Mieles is a master's student in the Department of Kinesiology, Nutrition, & Dietetics at the University of Northern Colorado, Greeley, CO.</p> </aug> <nolink nlid="nl1" bibid="bib19" firstref="ref1"></nolink> <nolink nlid="nl2" bibid="bib22" firstref="ref2"></nolink> <nolink nlid="nl3" bibid="bib10" firstref="ref4"></nolink> <nolink nlid="nl4" bibid="bib17" firstref="ref6"></nolink> <nolink nlid="nl5" bibid="bib20" firstref="ref8"></nolink> <nolink nlid="nl6" bibid="bib12" firstref="ref10"></nolink> <nolink nlid="nl7" bibid="bib13" firstref="ref11"></nolink> <nolink nlid="nl8" bibid="bib11" firstref="ref13"></nolink> <nolink nlid="nl9" bibid="bib14" firstref="ref21"></nolink> <nolink nlid="nl10" bibid="bib16" firstref="ref25"></nolink> <nolink nlid="nl11" bibid="bib15" firstref="ref26"></nolink> <nolink nlid="nl12" bibid="bib21" firstref="ref27"></nolink> <nolink nlid="nl13" bibid="bib18" firstref="ref28"></nolink>
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  Data: Promoting an Active School Culture: Tools, Resources, and Recognition
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  Data: <searchLink fieldCode="AR" term="%22Brian+Dauenhauer%22">Brian Dauenhauer</searchLink><br /><searchLink fieldCode="AR" term="%22Jaimie+McMullen%22">Jaimie McMullen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8157-8442">0000-0001-8157-8442</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jennifer+Krause%22">Jennifer Krause</searchLink><br /><searchLink fieldCode="AR" term="%22Taemin+Ha%22">Taemin Ha</searchLink><br /><searchLink fieldCode="AR" term="%22Lisa+Paulson%22">Lisa Paulson</searchLink><br /><searchLink fieldCode="AR" term="%22Veronica+Becerrra%22">Veronica Becerrra</searchLink><br /><searchLink fieldCode="AR" term="%22Jessica+Pena%22">Jessica Pena</searchLink><br /><searchLink fieldCode="AR" term="%22Bryanna+Mieles%22">Bryanna Mieles</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Physical+Education%2C+Recreation+%26+Dance%22"><i>Journal of Physical Education, Recreation & Dance</i></searchLink>. 2024 95(7):8-14.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="DE" term="%22School+Culture%22">School Culture</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Change%22">Educational Change</searchLink><br /><searchLink fieldCode="DE" term="%22Wellness%22">Wellness</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Activities%22">Physical Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Comprehensive+Programs%22">Comprehensive Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Health+Promotion%22">Health Promotion</searchLink><br /><searchLink fieldCode="DE" term="%22Resource+Materials%22">Resource Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Physical+Education%22">Physical Education</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Descriptions%22">Program Descriptions</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Recognition+%28Achievement%29%22">Recognition (Achievement)</searchLink>
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  Data: 10.1080/07303084.2024.2370785
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  Data: 0730-3084<br />2168-3816
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  Data: Within a whole-of-school approach to student wellness, comprehensive school physical activity programs (CSPAPs) offer opportunities for physical activity before, during, and after the school day. However, to successfully influence behavior and fully reap the physical, cognitive, and psychological benefits of an active lifestyle, schools must strive to embed a culture of physical activity into the fabric of the school community. The national Active Schools movement, established to provide schools with the necessary tools to ensure that all children in the United States have the opportunity to participate in 60 minutes of physical activity each day, has developed a framework for an active school culture that includes nine essential elements. This article introduces the framework and describes the open-source tools and resources offered through Active Schools to promote school-based physical activity, including foundational guidance documents, assessment tools, professional development opportunities, and a school recognition system.
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