13 242620-A CSPAP SchoolPhysActivityPrograms Final 508 12192013 (1)

8/13/2019 13 242620-A CSPAP SchoolPhysActivityPrograms Final 508 12192013 (1)

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COMPREHENSIVESCHOOL PHYSICALACTIVITY PROGRAMSA GUIDE FORSCHOOLS

National Center for Chronic Disease Prevention and Health Promotion

Division of Population Health


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For more information please contact:

CentersforDiseaseControlandPrevention

NationalCenterforChronicDiseasePreventionandHealthPromotion

DivisionofPopulationHealth

SchoolHealthBranch1600CliftonRoadNE,Atlanta,GA30333

Telephone:1800CDCINFO(2324636)

TTY:18882326348

http://www.cdc.gov

www.cdc.gov/healthyyouth

www.cdc.gov/BAM

December2013

SuggestedCitation:

CentersforDiseaseControlandPrevention.Comprehensive School Physical Activity Programs:

A Guide for Schools. Atlanta,GA:U.S.DepartmentofHealthandHumanServices;2013
http:///reader/full/http://www.cdc.govhttp://www.cdc.gov/healthyyouthhttp://www.cdc.gov/BAMhttp:///reader/full/http://www.cdc.govhttp://www.cdc.gov/healthyyouthhttp://www.cdc.gov/BAM


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CONTENTSIntroduction to Comprehensive School Physical Activity Programs ................................................. 5

SECTION ONE Overview of Youth Physical Activity ......................................................................... 7

PhysicalActivityforYouth............................................................................................................8

PhysicalActivity,Fitness,andExerciseDefined.............................................................................8

BenefitsofPhysicalActivityforYouth...........................................................................................8

NationalGuidelinesforYouthPhysicalActivity...............................................................................9

YouthParticipationinPhysicalActivity..........................................................................................9

PhysicalActivityPromotioninSchools..........................................................................................9

CurrentStatusofPhysicalActivityinSchools..............................................................................10

SchoolsCanPromotePhysicalActivity........................................................................................10

SECTION TWO Overview of a Comprehensive School Physical Activity Program .............................11

DefinitionofaComprehensiveSchoolPhysicalActivityProgram(CSPAP).......................................12

QualityPhysicalEducation.........................................................................................................12

ComponentsofQualityPhysicalEducation..................................................................................13

PhysicalActivityBeforeandAfterSchool....................................................................................14

PhysicalActivityDuringSchool...................................................................................................14

Recess....................................................................................................................................14

ExamplesofPhysicalActivityBreaksinMiddleandHighSchool...................................................15

PhysicalActivityIntegratedintoClassroomLessons....................................................................15

PhysicalActivityBreaksintheClassroom...................................................................................15

StaffInvolvement......................................................................................................................15

FamilyandCommunityEngagement...........................................................................................16

TheImportanceofCoordinationoftheCSPAP.............................................................................16

SECTION THREE Step-by-Step Strategies to Develop, Implement, and Evaluate a CSPAP .............. 17

StepOne:EstablishateamorcommitteeanddesignateaPhysicalActivityLeader.......................18

StepTwo:Conductanassessmentofexistingphysicalactivityopportunities................................21

StepThree:Createavisionstatement,goals,andobjectivesforyourCSPAP................................22

StepFour:Identifytheoutcomesorspecificchangesthataredirectresultsofprogram

implementation........................................................................................................................28

StepFive:IdentifyandplanthephysicalactivitiesfortheCSPAP..................................................30

StepSix:ImplementtheCSPAP.................................................................................................41

StepSeven:EvaluatetheCSPAP................................................................................................44

Conclusion...............................................................................................................................49

APPENDIX A CSPAP Guide Writing Team Members and Technical Reviewers ................................51

APPENDIX B CSPAP Guide Checklist...........................................................................................53

APPENDIX C Examples of Completed Templates ..........................................................................57

REFERENCES .............................................................................................................................65


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CENTERS FOR DISEASE CONTROL AND PREVENTION

December5,2013

DearColleague,

ItismypleasuretobepartofthereleaseofComprehensive School Physical Activity Programs: A Guide

for Schools. DevelopedincollaborationwithSHAPEAmericaandexpertsinthefieldofschoolbased

physicalactivity,thisguideisforschoolsandschooldistrictstodevelop,implement,andevaluate

comprehensivephysicalactivityprograms.Schoolageyouthshouldparticipateinatleast60minutesofphysicalactivityeveryday;therefore,schoolshaveasignificantroletoplayinhelpingstudents

achievethisrecommendation.Thisguidewillhelpschoolsidentifyhowtoestablishmoreactiveschool

environments.

Theguidefocusesonateamapproachsothatmultiplestakeholderscanworktowardprovidingmore

physicalactivityopportunitiesforstudents.Committeescanusetheguidesstepbystepinstructionson

howtodevelopaplanforaction.Finally,evaluationstrategies,tips,andresourcesareprovided.

Ihopeyoufindtheguideusefulinyourworktoimprovethephysicalactivityhabitsofouryoungpeople.

Todownloadtheguideandotherresources,visit www.cdc.gov/healthyyouth .

Sincerely,

HollyHunt,MEd

Chief,SchoolHealthBranch

DivisionofPopulationHealth

NationalCenterforChronicDiseasePreventionandHealthPromotion

CentersforDiseaseControlandPrevention

4
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COMPREHENSIVE SCHOOL PHYSICAL ACTIVITY PROGRAMS: A GUIDE FOR SCHOOLS

Introduction to Comprehensive School PhysicalActivity ProgramsThepurposeofthisguideistoprovidestepbystepguidancetoschoolsandschooldistrictsto

develop,implement,andevaluatecomprehensiveschoolphysicalactivityprograms.Theguidecan

bereadandutilizedbyagroupthateitheralreadyexists(e.g.,schoolhealthcouncilorwellness

committee)oranewgrouporcommitteethatismadeupofphysicaleducationcoordinators

andteachers,classroomteachers,schooladministrators,recesssupervisors,beforeandafter

schoolprogramsupervisors,parents,andcommunitymembers.Itcanbeusedtodevelopanew

comprehensiveschoolphysicalactivityprogramorassessandimproveanexistingone.Thisdocument

wasdevelopedtoprovideguidanceandevidencetosupportvoluntaryschooleffortsthatarefocused

onyouthphysicalactivityprograms.

Organization of the Guide

Theguideisorganizedintoeasytousesections:

Section One: Overviewandintroductiontoyouthphysicalactivity

Section Two: Overviewandintroductiontocomprehensiveschoolphysicalactivityprograms

Section Three:Stepbystepprocessfordeveloping,implementing,andevaluatingacomprehensive

schoolphysicalactivityprogram

How the Guide was Developed

TheguidewasdevelopedthroughcollaborationbetweentheCentersforDiseaseControlandPrevention

(CDC)andSHAPEAmerica.Awritingteam,madeupofacademicandeducationprofessionals,was

assembledbythetwoorganizationstodevelopearlierversionsoftheguide.CDCandSHAPEAmericathensolicitedinputfrom10reviewersfromthefieldsofschoolhealth,publichealth,physicaleducation,

andgeneraleducationtoreviewthedocumentandprovideeditsandinput.Alistofthewritingteam

membersandtechnicalreviewersisfoundinAppendixA.

5


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CENTERS FOR DISEASE CONTROL AND PREVENTION6


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COMPREHENSIVE SCHOOL PHYSICAL ACTIVITY PROGRAMS: A GUIDE FOR SCHOOLS 7

SECTION ONE

Overview of YouthPhysical Activity


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SECTION ONE: OVERVIEW OF YOUTH PHYSICAL ACTIVITY

Physical Activity for Youth

Regularphysicalactivityisanessentialcomponentofahealthylifestyle;itcanplayapowerfulrolein

preventingchronicdiseases,includingheartdisease,cancer,andstroke.Italsobuildsstrongbones

andmuscles,canincreasephysicalfitness,mayreduceanxietyanddepression,andpromotespositive

mentalhealth.1Providingregularopportunitiesforyouthtoparticipateinphysicalactivitywillhelpthemestablishhealthylifestylesthatcanpreventthesediseasesinthefuture.

Physical Activity, Fitness, and Exercise Defined2

Physical activity.Any bodily movement that results in energy expenditure (e.g., walking,taking the stairs).

Health-related fitness. Measure of a persons ability to perform physical activitiesrequiring endurance, strength, and flexibility. Components of health-related fitness

include: cardiorespiratory endurance, muscular endurance, muscular strength, flexibility,and body composition.

Exercise.Any physical activity that is planned, structured, and repetitive, for the purposeof improving or maintaining one or more components of fitness.

Benefits of Physical Activity for Youth

Participationinregularphysicalactivityproducesmultiplephysicalandmentalhealthbenefits.Foryouth,

regularphysicalactivityparticipation1:

Buildshealthybonesandmuscles.

Decreasesthelikelihoodofobesityanddiseaseriskfactorssuchashighbloodpressure.

Reducesanxietyanddepressionandpromotespositivementalhealth.

Thereisagrowingbodyofresearchfocusedontheassociationbetweenschoolbasedphysicalactivity,

includingphysicaleducation,andacademicperformanceamongschoolagedyouth.TheCentersfor

DiseaseControlandPrevention(CDC)conductedacomprehensiveliteraturereview,whichincluded

50studies.3Itsynthesizedthescientificliteratureontheassociationbetweenschoolbasedphysical

activity,includingphysicaleducation,andacademicperformance,includingindicatorsofcognitiveskills

andattitudes,academicbehaviors(e.g.,concentration,attentiveness,timeontask),andacademic

achievement(e.g.,GPA,testscores).Ofallthe251associationsexaminedbetweenschoolbased

physicalactivityandacademicperformance,slightlymorethanhalf(51%)werepositive,48%werenotsignificant,andonly2%werenegative.Theresearchsuggeststhat1)thereissubstantialevidence

thatphysicalactivitycanhelpimproveacademicachievement,includinggradesandstandardizedtest

scores;2)physicalactivitycanhaveanimpactoncognitiveskillsandattitudesandacademicbehavior

(includingenhancedconcentration,attention,andimprovedclassroombehavior);and3)increasingor

maintainingtimededicatedtophysicaleducationmayhelp,anddoesnotappeartoadverselyimpact

academicperformance.3Finally,thereportconcludedthatschoolboards,schooladministrators,and

principalscanfeelconfidentthatmaintainingorincreasingtimededicatedforphysicalactivityduring

theschooldaywillnothaveanegativeimpactonacademicperformance,anditmaypositivelyimpact

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studentsacademicperformance.Thefullreportcanbefoundonlineatwww.cdc.gov/HealthyYouth/

health_and_academics/index.htm.

National Guidelines for Youth Physical Activity

In2008,theU.S.DepartmentofHealthandHumanServicesissuedphysicalactivityguidelinesfor

Americans,ages6andolder.Theseguidelinesincludethefollowingrecommendationsforyouth: 2

Childrenandadolescentsshoulddo60 minutes (1 hour) or moreofphysicalactivitydaily.

Aerobic Activities: Mostofthe60ormoreminutesperdayshouldbeeithermoderateor

vigorousintensityaerobicphysicalactivity.Vigorousintensityphysicalactivityshouldbe

includedatleast3daysperweek.

Muscle-strengthening Activities:Includemusclestrengtheningphysicalactivityonatleast3

daysoftheweekaspartofthe60ormoreminutes.

Bone-strengthening Activities: Includebonestrengtheningphysicalactivityonatleast3

daysoftheweekaspartofthe60ormoreminutes.

Activitiesshouldbeageappropriate,enjoyable,andoffervariety.

Youth Participation in Physical Activity

Despitenationalguidelinesforphysicalactivity,manychildrenandadolescentsarenotphysicallyactive

onaregularbasis.

In2011,only29%ofhighschoolstudentssurveyedhadparticipatedinatleast60minutesper

dayofphysicalactivityonall7daysbeforethesurvey,andonly31%attendedphysicaleducation

classdaily.4

Nationwide,58%ofhighschoolstudentsreportedplayingonatleastonesportsteamledby

theirschooloracommunitygroupin2011.4

Physical Activity Promotion in Schools

Youthphysicalactivitybehaviorsareinfluencedbymanysectorsofsociety,includingfamilies,community

organizations,healthcareproviders,faithbasedinstitutions,governmentagencies,themedia,and

schools.Theinvolvementofallsectorsisneededtoincreaseyouthphysicalactivity.However,schools

playanespeciallyimportantrole.Inthe2013Physical Activity Guidelines Midcourse Report: Strategies to

Increase Physical Activity Among Youth, schoolswereidentifiedasthesettingthathadthemostevidence

forpromotingandimprovingyouthphysicalactivity;theevidencewasstrongestformulticomponent

programs.5Additionally,schoolsareakeysettingbecause:

ThepromotionofphysicalactivityhaslongbeenafundamentalcomponentoftheAmericaneducationalexperience.

Over95%ofyouthareenrolledinschools.6

Theschoolday,typically89hourslong,traditionallyprovidesasedentarysettingawayfrom

home.Addingphysicalactivityduringtheschooldaycanreducethesedentarynatureof

classrooms.

Physicalactivityduringtheschooldaycanenhanceacademicperformance.3

9
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SECTION ONE: OVERVIEW OF YOUTH PHYSICAL ACTIVITY

Current Status of Physical Activity in Schools

Availableevidencesuggeststhatanoverwhelmingmajorityofschoolsdonotprovideopportunitiesto

supportyouthinachievingthephysicalactivityguidelines.Forexample,accordingtothe2006 School

Health Policies and Programs Study:7

Only3.8%ofelementaryschools,7.9%ofmiddleschools,and2.1%ofhighschoolsprovide

therecommendednumberofminutesofdailyphysicaleducation(150minutesperweekin

elementaryschools;225minutesperweekinsecondaryschools)fortheentireschoolyear(36

weeks)forstudentsinallgrades.

While96.8%ofelementaryschoolsprovidedregularlyscheduledrecessforstudentsinatleast

onegrade,only67%ofelementaryschoolsofferedrecess5daysperweekfor20ormore

minutesonaverageinallgradesthattheyteach.

44%ofelementaryschools,67%ofmiddleschools,and22%ofhighschoolshadstudents

participateinregularphysicalactivitybreaksduringtheschoolday.

Nationwide,44%ofschoolssupportedorpromotedwalkingorbikingto/fromschool.

Only48%ofschoolsprovidedintramuralorphysicalactivityclubsforstudents.

Schools Can Promote Physical Activity

Schoolsarewellpositionedtoprovidetimefororganizedandfreetimephysicalactivityforyouththrough

amulticomponentapproachthatincludesphysicaleducation,physicalactivityduringschool(e.g.,

recess,physicalactivitybreaks),physicalactivitybeforeandafterschool(e.g.,walkorbiketoschool

programs,intramurals),staffinvolvement,andfamilyandcommunityengagement.Thisapproachis

calledaComprehensiveSchoolPhysicalActivityProgram(CSPAP).8,9

10


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SECTION TWO

Overview of aComprehensiveSchool Physical

Activity Program


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SECTION TWO: OVERVIEW OF A COMPREHENSIVE SCHOOL PHYSICAL ACTIVITY PROGRAM12

Definition of a ComprehensiveSchool Physical Activity Program(CSPAP)

AComprehensiveSchoolPhysicalActivityProgram(CSPAP)isamulticomponentapproach

bywhichschooldistrictsandschoolsuseall

opportunitiesforstudentstobephysicallyactive,

meetthenationallyrecommended60minutes

ofphysicalactivityeachday,anddevelopthe

knowledge,skills,andconfidencetobephysically

activeforalifetime.ACSPAPreflectsstrong

coordinationandsynergyacrossallofthe

components:qualityphysicaleducationasthe

foundation,physicalactivitybefore,during,and

afterschool,staffinvolvement,andfamilyandcommunityengagement.9

ThegoalsofaCSPAPare:8,9

Toprovideavarietyofschoolbasedphysicalactivitiestoenableallstudentstoparticipatein60

minutesofmoderatetovigorousphysicalactivityeachday.

ToprovidecoordinationamongtheCSPAPcomponentstomaximizeunderstanding,application,

andpracticeoftheknowledgeandskillslearnedinphysicaleducationsothatallstudentswillbe

fullyphysicallyeducatedandwellequippedforalifetimeofphysicalactivity.

Studentscanaccumulatetherecommendedamountofphysicalactivitythroughtheprovisionofthemulti

componentCSPAP.5,8,9

ThefollowingsectionsdescribeeachcomponentofaCSPAPingreaterdetail.

Quality Physical Education

PhysicaleducationisanacademicsubjectandservesasthefoundationoftheCSPAP,byproviding

theopportunityforstudentstolearnknowledgeandskillsneededtoestablishandmaintainphysically

activelifestylesthroughoutchildhoodandadolescenceandintoadulthood.Qualityphysicaleducation:

Meetstheneedsofallstudents.

Isanenjoyableexperienceforallstudents.

Keepsstudentsactiveformostofphysicaleducationclasstime.

Teachesselfmanagement.

Teachesskillstomaximizemovementproficiency.

Emphasizesknowledgeandskillsforalifetimeofphysicalactivity.

Canincreasestudentparticipationinphysicalactivity,increasephysicalfitness,andenhance

studentknowledgeandskillsaboutwhyandhowtheyshouldbephysicallyactive.10,11,12,13,14

AsdefinedbySHAPEAmerica,aqualityphysicaleducationprogramincludestheopportunitytolearn,

meaningfulcontent,appropriateinstruction,andstudentandprogramassessment.15

COMPREHENSIVE SCHOOLPHYSICAL ACTIVITY PROGRAM

60MINUTES

StaffInvolvement

Family andCommunityEngagement

Physical ActivityDuring School

Physical ActivityBefore andAfter School

PhysicalEducation


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Components of Quality Physical Education15

Opportunity to Learn

Allstudentsarerequiredtotakephysicaleducation.

Instructionalperiodstotaling150minutes

perweek(elementaryschool)and225

minutesperweek(middleandsecondary

school).

Physicaleducationclasssizeisconsistent

withthatofothersubjectareas.

Qualifiedphysicaleducationteacher

providesadevelopmentallyappropriate

program.

Adequateequipmentandfacilities.

Appropriate Instruction

Fullinclusionofallstudents.

Maximumpracticeopportunitiesforclass

activities.

Studentsarephysicallyactiveforatleast

50%ofinstructionaltime.

Welldesignedlessonsthatfacilitate

studentlearning.

Outofschoolassignmentsthatsupport

learningandpractice.

Physicalactivitynotassignedasorwithheldaspunishment.

Regularassessmenttomonitorand

reinforcestudentlearning.

Meaningful Content

Written,sequentialcurriculumforgrades

PK12,basedonstateand/ornational

standardsforphysicaleducation. Instructioninavarietyofmotorskills

designedtoenhancethephysical,mental,

andsocial/emotionaldevelopmentofevery

child.

Fitnesseducationandassessmentto

helpchildrenunderstand,improveand/or

maintainphysicalwellbeing.

Developmentofcognitiveconceptsabout

motorskills,physicalactivity,andfitness.

Opportunitiestoimproveemergingsocial

andcooperativeskillsandgainamulti-

culturalperspective.

Promotionofregularamountsof

appropriatephysicalactivitynowand

throughoutlife.

Student and Program Assessment

Assessmentisanongoing,vitalpartofthe

physicaleducationprogram.

Formativeandsummativeassessmentofstudentprogress.

Studentassessmentsarealigned

withstate/nationalphysicaleducation

standardsandthewrittenphysical

educationcurriculum.

Assessmentofprogramelementsthat

supportqualityphysicaleducation.

Stakeholdersperiodicallyevaluatethetotal

physicaleducationprogrameffectiveness.

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SECTION TWO: OVERVIEW OF A COMPREHENSIVE SCHOOL PHYSICAL ACTIVITY PROGRAM

Physical Activity Before and After School

Physicalactivitybeforeandafterschoolprovidesopportunitiesforallstudents,includingthosewith

specialneeds,to:1)practicewhattheyhavelearnedinphysicaleducation,2)worktowardthenationally

recommended60minutesofdailyphysicalactivity,3)becomemoreadequatelypreparedforlearning,4)

engageinsafe,social,andsupervisedactivities,and4)identifyactivitiestheyenjoyandmightengageinlongterm.5,8

Beforeandafterschoolphysicalactivityprogramsofferstudentsanopportunitytobephysicallyactive

insteadofwaitinginasedentarysettingfortheschooldaytobeginorend.Beforeandafterschool

physicalactivityofferingsmightincludeawalkingandbikingtoschoolprogram,physicalactivityclubs

andintramuralprograms(e.g.,programsthatarevoluntary,studentcentered,andgiveequalopportunity

forallstudentstoparticipate),informalrecreationorplayonschoolgrounds,physicalactivityinschool

basedchildcareprograms,integratingphysicalactivityinhomeworkduringoutofschoolhours,and

interscholasticsports.Finally,beforeandafterschoolphysicalactivityprogramscanbecoordinatedwith

communitybasedorganizations(e.g.,YMCAs,communityparksandrecreation)anddeliveredinschool

settings.Theseprogramsmightprovidebenefitstothestudents,families,andcommunitymembers.

Physical Activity During School

Inadditiontophysicaleducation,schoolscanofferphysicalactivityinavarietyofsettingsduring

theschoolday.Themainwaysstudentscanparticipateinphysicalactivityduringtheschooldayare

recess,physicalactivityintegratedintoclassroomlessons,physicalactivitybreaksinandoutsidethe

classroom,andlunchtimecluborintramuralprograms.Theseopportunitiescanbeofferedtoallgrade

levelsandnotexcludemiddleandhighschoolyouth,whoalsocanbenefitfromengaginginphysical

activitythroughouttheschoolday.

Schoolscanfacilitateincreasedphysicalactivityduringtheschooldaybyencouragingstudentstobe

active;providingstudentswithspace,facilities,equipmentandsuppliesthatmakeparticipatinginactivity

appealing;andprovidingorganizedtimesandstructuredphysicalactivitiesforinterestedstudents.

Recess

Recessorphysicalactivitybreaksofferanexcellentopportunityforyouthatallgradelevelstoengage

infreeplayorsemistructuredphysicalactivityduringtheschoolday,andallowsyouththeopportunity

toapplyskillslearnedinphysicaleducation.Recessshouldnot,however,replacephysicaleducationor

beusedtomeettimerequirementssetforthinphysicaleducationpolicies.Participationinrecessis

associatedwithacademicbenefits,suchasimprovingattentiveness,concentration,behavior,andtime-

ontaskintheclassroom.16Strategiesforimplementingrecessinelementaryschoolsinclude:providing

ageappropriateequipmentforstudents,havingadultrecesssupervisorsencouragestudentstobe

physicallyactive,andprovidingsemistructuredactivitythatinvolvesactivitystations(e.g.,jumprope,foursquare,hopscotchstations).

Atthemiddleandhighschoollevels,physicalactivitybreaks,similartorecess,canbescheduledand

implementedduringtheschoolday.Physicalactivitymaybeincludedduringadvisoryperiods,homeroom

periods,exploratoryandenrichmentclasses,electiveselections,andastransitionsbetweenclasses.

14
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Examples of Physical Activity Breaks in Middle and High School

Dailyschoolwidephysicalactivityduringmorningannouncements.

Midmorningormidafternoonrecessbreaks.

Physicalactivitybreaksbetweenclasschanges.

Recessbeforelunch.

Physicalactivitybreaksduringblockscheduleclasses.

Physicalactivityofferingsaspartofexploratoryprograms,suchasdropinphysicalactivityina

gymnasiumoroutsideduringthelunchhour.

Physical Activity Integrated into Classroom Lessons

Integratingphysicalactivitywithinclassroomsaspartofplannedlessonsthatteachmathematics,

languagearts,socialstudies,andotheracademicsubjectsthroughmovementcanincreasestudents

overallphysicalactivityandimprovetimeontaskandattentiveness.

16,17,18,19

Physicalactivitycanbeintegratedintoacademicsubjectsforallgradelevels,notjustelementaryschoolgrades.Thistype

ofphysicalactivityhelpsestablishanactiveschoolenvironment,andenhancestudentslearning

experiences.Examplesofevaluatedprogramsorinterventionsthathaveshownimprovementsin

studentsphysicalactivitylevelsincludetheNorthCarolinaEnergizers(www.eatsmartmovemorenc.com/

Energizers/Elementary.html)andTake10!(www.take10.net/).

Physical Activity Breaks in the Classroom

Physicalactivitybreaksintheacademicclassroomallowstudentstotakeamentalandphysicalbreak

fromcurrentacademictasks.Thesebreakscanoccuratanytimeduringtheschoolday,lastfrom

530minutes,andoccurallatonetimeorseveraltimesduringtheschoolday.Neurosciencetellsus

thatthebrainshiftsitsattentionandfocusaboutevery90minutes.Evenashortbreakfromfocusedconcentrationallowsthebraintoconsolidateinformationforbetterretentionandretrievalofmemory.20

Studieshavefoundthatofferingphysicalactivitybreaksduringstandardclassroominstructionmayhave

favorableassociationswithsomeindicatorsofcognitivefunctioning(e.g.,attention/concentration);

academicbehaviors(e.g.,classroomconduct);and/oracademicachievement(e.g.,testscores).3

Examplesofphysicalactivitybreaksintheclassroominclude:

Takinga5minutestretchbreak.

Marchinginplace.

Jumpingwithaninvisiblejumprope.

Doingsemisquatsfollowedbykneelifts.

Taking23lapsaroundorthroughouttheclassroom.

Staff Involvement

SchoolemployeesplayanintegralroleinaschoolsCSPAP.Schoolemployeewellnessprograms

improvestaffhealth,increasephysicalactivitylevels,andarecosteffective. 21,22,23Whenschoolstaff

committogoodhealthpractices,theyarepositiverolemodelsforstudents,andmayshowincreased

15
http:///reader/full/www.eatsmartmovemorenc.comhttp:///reader/full/www.take10.nethttp:///reader/full/memory.20http:///reader/full/memory.20http:///reader/full/www.eatsmartmovemorenc.comhttp:///reader/full/www.take10.nethttp:///reader/full/memory.20


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SECTION TWO: OVERVIEW OF A COMPREHENSIVE SCHOOL PHYSICAL ACTIVITY PROGRAM

supportforstudentparticipationinphysicalactivity.24,25,26Supportforschoolemployeewellnessand

leadershiptrainingcontributetotheoverallcultureofphysicalactivityataschool.Teachersandother

schoolstaffmemberscanintegratephysicalactivityintoclassroomacademicinstructionandbreaks,

andsupportrecess,intramurals,andotherphysicalactivityofferings.Additionally,schoolemployeescan

bepositiverolemodelsforstudentsbydemonstratingactivelifestylechoicesinandoutofschool.

Family and Community Engagement

Familyandcommunityengagementinschoolbasedphysicalactivityprogramsprovidesnumerous

benefits.27Researchshowsthatyouthparticipationinphysicalactivityisinfluencedbyparticipationand

supportofparentsandsiblings.28Whenfamiliesareactivetogether,theyspendadditionaltimetogether

andexperiencehealthbenefits.28Parents,guardians,orotherfamilymemberscansupportaCSPAP

byparticipatingineveningorweekendspecialevents,orbyservingasphysicaleducationorphysical

activityvolunteers.Communityinvolvementallowsmaximumuseofschoolandcommunityresources

andcreatesaconnectionbetweenschoolandcommunitybasedphysicalactivityopportunities.

Communityorganizationsmightprovideprogramsbeforeorafterschoolorestablishjointuseorshared

useagreementswithschools.

The Importance of Coordination of the CSPAP

Effortstomaximizephysicalactivityopportunitiesinschoolsshouldbecoordinated,wellplanned,

andthoughtfullyexecutedandevaluated,thuscreatingacultureofphysicalactivitythatisintegrated

throughouttheschoolenvironmentandreachesbeyondtheschoolandintothecommunity.Aschool

thatestablishesstudenthealthasaprioritywillformaCSPAPteamanddevelopacomprehensive

physicalactivityplanthatincludesallofthecomponentsdescribedintheprecedingsections.ACSPAP

reflectsthesocial,emotional,andculturalneedsofstudents,theirfamilies,andthebroadercommunity,

therebyestablishingastrongsocialandculturallysupportiveenvironmentforstudents,families,and

communitiestoengageinphysicalactivity.

StrongsupportfromschooladministrationandstaffinvolvementintheCSPAPareimportanttoschool

programsuccess.Thephysicaleducatorisideallypositionedtoaddressissuesofphysicalinactivity

duringtheschoolday,ass/heunderstandstheschoolenvironment,parents,thecommunity,correlates

ofphysicalactivity,anduniquecharacteristicsandneedsoftheschoolculture.Fromthisperspective,

thephysicaleducationteacherisideallysituatedtoleadthedevelopmentandimplementationofthe

CSPAP,withstrongsupportfromotherstaff,volunteers,andteachers.29Inaddition,classroomteachers

andschoolstaffplayavitalroleinpromotingthehealthoftheirstudentsbyintegratingphysicalactivity

opportunitiesthroughouttheschoolday30andservingaspositiverolemodelswhilesupportingstudent

participationinphysicalactivity.9

16
http:///reader/full/benefits.27http:///reader/full/benefits.27http:///reader/full/siblings.28http:///reader/full/siblings.28http:///reader/full/benefits.28http:///reader/full/benefits.28http:///reader/full/teachers.29http:///reader/full/teachers.29http:///reader/full/benefits.27http:///reader/full/siblings.28http:///reader/full/benefits.28http:///reader/full/teachers.29


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SECTION THREE

Step-by-StepStrategiesto Develop,Implement, andEvaluate a CSPAP


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SECTION THREE: STEP-BY-STEP STRATEGIES TO DEVELOP, IMPLEMENT, AND EVALUATE A CSPAP

Thefollowingsectionsdefineanddescribestepstodevelop,implement,andevaluateaCSPAP.

Step One: EstablishateamorcommitteeanddesignateaPhysicalActivityLeader.

Step Two:Conductanassessmentofexistingphysicalactivityopportunities.

Step Three:Createavisionstatement,goals,andobjectivesforyourCSPAP.

Step Four:Identifytheoutcomesorspecificchangesthatwillbedirectresultsofprogram

implementation.

Step Five:IdentifyandplantheactivitiesforyourCSPAP.

Step Six: ImplementyourCSPAP.

Step Seven:EvaluateyourCSPAP.

CompletetheCSPAP Guide Checklist(AppendixB)asyoufinisheachstep.

Step One: Establish a team or committee and designate a Physical

Activity Leader.ACSPAPshouldbedevelopedandimplementedbyacommitteethatisinvestedinyouthphysical

activityandtheoverallhealthofyouth.IndividualswhomakeupthecompositionofaCSPAPcommittee

shouldbeidentifiedbytheleadphysicaleducationteacheroragroupofphysicaleducationteachers,

andschooladministrators.Physicaleducatorsaretrainedtounderstandthephysiologicalneedsand

likesanddislikesofchildren,haveskillsassociatedwithplanningandorganizingphysicalactivity

promotionevents,andhaveaworkingknowledgeoftheirschool.TheCSPAPleader,alsoreferredtoas

thePhysicalActivityLeader(PAL),shouldberesponsibleforcoordinatingtheCSPAPcommittee,working

withtheschoolhealthcoordinatorandotherschoolstaff(e.g.,classroomteachers,schoolnurses,

principals),facilitatinglinkagesbetweentheCSPAPandthecommunity,organizingandfacilitatingall

CSPAPmeetings,managingfundsfortheCSPAP,andsustainingtheCSPAP.ThePALalsocanwork

closelywithdistrictandschooladministratorstomanagetheschoolsCSPAPpolicies,programs,events,

andresources.Whenfeasible,thePAL,incollaborationwithotherstakeholders,willidentifyandsecure

resources(e.g.funds,books,materials,equipment)associatedwithimplementingtheCSPAP.Inmost

schools,thepersonmostqualifiedforthepositionofPALwillbeaphysicaleducationteacher.

Ideally,theCSPAPcommitteewillbeasubcommitteeofanexistingschoolhealthcouncilorschool

wellnesscommittee.TheCSPAPcommitteeservesinanadvisoryanddecisionmakingrolefor

developing,implementing,andevaluatingtheCSPAP.Thecommitteealsoparticipatesinpolicy

development,resourceplanning,andbudgetingfortheCSPAP.

Whenconsideringthecommitteemakeup,theleadshouldidentifyadiversegroupofeducationand

healthprofessionalssuchashealthandphysicaleducationteachers,otherteachers,staff,parents,

students,representativesfromlocalorregionalhealthdepartments,andadministratorsattheschool

anddistrictlevel.Thisgroupnotonlyhasavestedinterestinthewellbeingofyouth,butbrings

experienceandunderstandingofchildren,theschoolclimate,schoolpolicies,andschoolresources.

Otherpotentialmembersmightincludeschoolnurses,localphysicians,andhealthcareproviders.

Theseprofessionalsarekeenlyawareoftheimportanceofstudenthealthandcanprovideresources

andevidencetosupporttheprogram.Communityleaders,communitymembers,andlocalbusinesses

shouldbeinvitedtobeonthecommittee.Individualsfromthisgroupareinterestedinthehealthand

wellbeingofthecommunityandmaycontributeresourcesfortheCSPAP.Thisdiversecommitteecan

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haveinfluenceinthedevelopmentandimplementationofaCSPAP.Suggestedrepresentatives/members

fortheCSPAPcommitteearelistedinTable1.Regardlessofthemakeupofthecommittee,committee

membersmusthaveadministrativesupport,becommittedtotheCSPAP,andbewillingtomeetona

regularbasis.

EngagepotentialCSPAPmembersearlyinthedevelopmentphasebyinformingthemabouttheneeds

foraCSPAPandeducatingthemaboutthebenefitsoftheintendedactivitiesdeliveredwithinaCSPAP.

Whendecidinghowtoengagedifferenttypesofcommitteemembers,considerthepotentialrolethat

eachcanandwillwanttoplay.Successinimplementingthiscomprehensiveapproachwilldepend

onforminggoodrelationshipswithcommitteemembersandschooladministrators,staff,parents,

communitymembers,andothersthosewhoareinvestedintheCSPAP.

Table 1. Potential CSPAP Committee Members and Their Possible Roles

Stakeholders Role on CSPAP Committee

Principals and school

Gain staff support and commitment.administrators

Allocate resources to develop and implement CSPAP (e.g., time,funds, staff).

Serve as a role model for staff.

Teachers and staff (including Plan and teach more physical activity in lessons.PE specialists and classroom

Promote the concept of CSPAP.teachers)

Integrate CSPAP programs before, during, and after school.

Students

Suggest enjoyable activities during planning of CSPAP.

Be champions for physical activity in schools.

Parents, parent-groups, Serve as role models for children and encourage physical activity.parent-teacher

Raise funds to support implementation of CSPAP.organizations, andinterested community Encourage principals to support and fund more CSPAP initiatives.

residents Volunteer time to lead physical activities before, during, andafter school.

School health council (SHC)

Volunteer to be active members of the CSPAP committee.

Promote the importance of the CSPAP to decision makers andother stakeholders.

Develop and implement school health policies, practices,and programs.

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Table 1. Potential CSPAP Committee Members and Their Possible Roles (continued)

Stakeholders Role on CSPAP Committee

Districts superintendent Offer trainings for PE teachers, PE coordinators, and other CSPAPof schools and central members for planning a CSPAP.office staff (including PE

Support district-wide expansion of CSPAP.coordinator)

Coordinate and manage district-wide CSPAP.

Allocate resources for implementing, evaluating, and sustainingCSPAP.

School board

Allocate schools funds and resources.

Support the need for CSPAP.

Healthcare providers

Fund school and community initiatives.Lend credibility to outreach campaign.

Local and state health Provide support, resources, and leadership to CSPAP committee anddepartments

schools for developing and implementing the CSPAP.

Educate key stakeholders and gain their support.

Provide local data on childhood overweight and physical inactivity.

Assist with acquiring funding for CSPAP.

Community leaders

Provide material resources to support CSPAP.

Promote CSPAP initiatives.

Volunteer to lead physical activities before or after school.

Universities and colleges

Conduct training workshops and seminars.

Offer continuing education opportunities.

Provide technical support to schools.

Assist with grant writing, development, and evaluation of programs.

Local business

Donate equipment and supplies.

Fund school and community initiatives.Provide fundraising opportunities.

Local media (television,radio, newspaper, internet)

Inform the public about the benefits of CSPAP.

Highlight schools successes.

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Step Two: Conduct an assessment of existing physical activity opportunities.

ThesecondstepintheprocessofdevelopingaCSPAPistoidentifyexistingphysicalactivitypolicies,

programs,andpracticesinyourschool.Forexample,the School Health Index (SHI): Self-Assessment &

Planning Guide (www.cdc.gov/healthyyouth/shi/index.htm)isanassessmentandplanningtoolthatcan

beusedtoexaminecurrentphysicalactivityopportunitiesandtheenvironmentalsupportsforactivityinyourschool.TheSHIwillenabletheCSPAPcommitteetoestablishabaselineandplanforincremental

improvementsovertime.Anotherassessmenttoolthatcanbeusedtoidentifyexistingphysicalactivity

opportunitiesistheAllianceforaHealthierGenerationsHealthy Schools Program Inventoryavailableat

https://schools.healthiergeneration.org/6_step_process/assess_your_school/about_the_inventory/.

ACSPAPcommitteecansignupasaHealthySchoolProgrammemberandbegintheinventoryprocess.

ThistoolissimilartoSHI,asitincludesanumberofquestionsthatalignwithresearchandbest

practiceandenablesuserstoidentifystrengthsandgapsinschoolhealthpoliciesandpractices.Finally,

theSchool Physical Activity Policy Assessment,availableathttp://activelivingresearch.org/files/SPAPA_

Instrument_1.pdf,isanassessmenttoolthatassessesphysicalactivitypolicyforphysicaleducation,

recess,andotherschoolbasedphysicalactivities.

ThesetoolsincludecomponentsthatfocusontimededicatedtodeliveringCSPAPcomponents,quality

indicatorsforeachCSPAPcomponent(e.g.,certifiedphysicaleducationteachers,dailyrecess,after

schoolacademicprogramsthatincludephysicalactivity),andenvironmentalsupportsforphysical

activity(e.g.,ageappropriateequipmentforphysicalactivity,messagesaboutphysicalactivity

throughouttheschool).ItisuptotheCSPAPcommitteetodeterminewhichtooltouse.Resultsofthe

assessmentwillhelpdevelopgoals,objectives,andidentifyandplanactivitiesfortheoverallCSPAP.

Eachsectionofthesetoolsmaybecompletedseparatelyortheentireassessmentscanbecompleted

duringaspecifiedtimeperiod.Whethertheassessmentiscompletedoverthecourseoftimeorduring

onespecifiedtimeperiod,itshouldbecompletedbytheentirecommittee,notbyoneortwoindividuals

onthecommittee.

Committee members may find that the school has a numberof physical activity opportunities in place, but efforts arentcoordinated to maximize physical activity opportunities and stafftime, or to plan evaluation. In this situation, the opportunity tocoordinate existing efforts may be the first priority of the team.

Interpreting and Using the Results of the Assessment

Oncethecommitteehascompletedtheassessmentprocess,itisimportanttogothroughtheresults

andrespondtothefollowingquestions:

Whatassets(e.g.,strategies,policies,practices)doesourschoolalreadyhaveinplaceto

provideafoundationtobuildaCSPAP?Howcantheseexistingstrategies,policies,andpractices

beleveragedtodevelopaCSPAP?

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Whatstrategies,policies,and/orpracticesareunderdevelopmentthatwillimprovephysical

activityopportunitiesfortheschoolandstudentsonceinplace?Whatdoesthecommittee

needtohelpensurethesestrategies,policies,andpracticesarecompletedorinplacewithina

specifiedtimeframe?

Whatstrategies,policies,and/orpracticesarenotinplace?Whichofthesedoesthecommittee

viewasthetoppriorityforthefirstyearofourCSPAP?

AnsweringthesequestionswillsetthestagefortheremainderoftheplanningforyourCSPAP.The

resultsoftheassessmentwillassistthecommitteeindeterminingshortandlongtermpriorities.

Step Three: Create a vision statement, goals, and objectives for your CSPAP.

AfterreviewingthestrengthsandweaknessesofexistingCSPAPpolicies,practices,andactivitiesin

yourschool(throughtheassessmentprocess),thenextstepistocreateavision,andsetgoalsand

objectivesforthedevelopment,implementation,andevaluationoftheCSPAP.

Beginning the Vision Statement, Goals, and Objectives

DescribetheidealCSPAPforyourschool.Considerhavingyourcommitteecompleteabrainstorming

exercisetoformulateyourvision.Respondtothefollowingquestionstohelpyoudescribetheideal:

Ifyouwereobservingstudentsbeingphysicallyactivewithinyourschool,whatwoulditlooklike?

IfyouwereobservingCSPAPactivitiesthatengagedparents,teachers,administrators,and

othersinyourschool,whatwoulditlooklike?

Usingphrasesorparagraphs,whatphysicalactivitieswouldyouseestudents,teachers,staff,

administrators,parents,andcommunitymembersdoing?

Youmayuseagraphicorganizerwiththeheadingsofthesegroups,notecards,orstickynotesto

gatherthoughtsfromthegroup.

Allow ample time for each group member to be able tocontribute to the brainstorming activity.

Create a Vision

Thebrainstormingactivityyoucompletedcanhelptoinformthevisionstatement.Avisionstatementis

adeclarationofasharedsenseofpurposeandprovidesaframeworkforestablishinggoals,objectives,

andactivitiesforyourCSPAP.Avisionthatissharedbytheschoolcommunityisanimportantelement

withinyourwholeschoolapproachtoCSPAP.ThevisionwillhaveimplicationsforhowyourCSPAPis

organizedandtherolesthatareplayedbyteachers,administrators,parentsandstudents.Forexample,

theAllianceforNonprofitManagementstatesthatavisionisadescriptioninwordsthatconjuresupa

similarpictureforeachmemberofthegroupofthedestinationofthegroupsworktogether.

www.writingassist.com/articles/creatingvision.htm

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Thereisnoformulaforwhatavisionstatementshouldlooklike,howlongitshouldbeorwhatitshould

include.Itcanbeashortstatementoramorecomprehensiveexplanationofapreferredfuture.It

usuallyconsistsoftwoorthreeconcisestatementsbasedonthebrainstormingactivity.Thevisionfor

yourCSPAPshouldalignwithyourschoolsvisionandcoresetofbeliefs.Anotherpurposeofthevision

statementistoguidethedevelopmentofspecificgoalsandobjectivesoftheCSPAP.Anexampleofa

visionstatementforCSPAPis Active Students, Active Schools.

CreatingaCSPAPisasharedresponsibilityinvolvingstudents,parents,teachers,theschool

administrators,andthecommunity.TheCSPAPreachesbeyondbehaviorsandstrivestoprovidea

schoolenvironmentwherestudents,staff,andthecommunityhaveavarietyofopportunitiesand

areencouragedtobephysicallyactiveandmakehealthychoices.SchoolswithaCSPAPmakea

commitmenttosupportactivelivingwherestudentslearn,play,andlive.Table2providesatemplatefor

documentingyourCSPAPvision.

Developing Goals and Objectives of the CSPAP

GoalsandobjectivesprovideasolidfoundationtohelpplanandguideyourCSPAP.Withoutwellwritten

goalsandobjectives,itisdifficulttomeasureyourprogressinimplementingyourCSPAPandtheimpactyourprogramishavingonstudents.

Developing Goals

A goalis a broad statement of purpose that describes thelong-term (e.g., 5 or more years) result or impact of yourCSPAP.

Goalshelptoestablishtheoveralldirectionforandfocusofaprogram,definethescopeofwhatthe

programshouldachieve,andserveasthefoundationfordevelopingprogramobjectives.CSPAPgoals

shouldbesimpleandconciseandshouldincludetwobasiccomponents:1)whowillbeaffected,and2)

whatwillchangeasaresultoftheCSPAP.Itisnotimportanttohaveacertainnumberofgoals;infact,

someprogramsmightonlyhaveonegoal,whileothersmighthaveseveral.Finally,CSPAPgoalscanfocus

onstudent,teacher,parent,orschoollevels,andsuchgoalsmightfocusonbehavior,policy,attitude,or

healthoutcomes.ExamplesofCSPAPgoalsthatalignwiththevisionmightincludethefollowing:

Vision:Active Students, Active Schools

Goal1:Increaseopportunitiesduringtheschooldaytoincreasemoderatetovigorousphysicalactivitiesforstudents.

Goal2:Increasethenumberofminutesthatstudentsarerequiredtoparticipateinphysical

education.

Goal3:Increasethenumberofstudentsthatparticipateinatleast60minutesofphysical

activitydaily.

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Usethechecklistbelowforwritinggoals.Examineyourgoalandchecktoseeifyourgoalis:

Adeclarativestatementdoesitprovideacompletesentencethatdescribesaprogram

outcome?

Jargonfreedoyouuselanguagethatmostpeopleinthefieldoutsideyourownagencyare

likelytounderstand?

Shortdoesitusefewwordstomakeastatement?

Concisedoyougetthecompleteideaofyourgoalacrossassimplyandbrieflyaspossible

leavingoutunnecessarydetail?

Easilyunderstooddoesitprovideagoalinwhichthelanguageisclearandforwhichthereisa

clearrationale?

Positivetermsdoyouframetheoutcomesinpositivetermsorintermsofadecreaseinhealth

riskbehaviors?Avoidtheuseofdoublenegatives.

Ifyoucanansweryestothesequestions,congratulations!Youarereadytomoveontowritingobjectives

foryourgoal.

Writing Objectives

Objectivesare statements that describe program results tobe achieved and how they will be achieved.

Objectivesarestatementsthatdescribeprogramresultstobeachievedandhowtheywillbeachieved.

Objectivesaremorepreciseandspecificthangoals,shouldhavespecifictimelinesforaccomplishment(e.g.,bytheendofyearone),andmustclearlyalignwithyourgoals.Anobjectivemightoutlinein

measurabletermscertainchangesthatwilloccurinthestudentpopulationatagiventimepointdue

toparticipationintheCSPAP.CSPAPobjectivescanbeprocessoroutcomefocused.Forexample,a

processfocusedCSPAPobjectivemightincludetheformingofaCSPAPcommitteeanddevelopinga

meetingscheduleforthatcommitteebyacertaintimeperiod.Anoutcomefocusedobjectivemight

includeanindicationofhowmanyclassroomteacherswillbetrainedbyaspecifiedtimeperiod.

Wellwrittenobjectiveshelpsetprogramprioritiesandtargetsforprogressandaccountability.Checkif

yourobjectivesareSMARTtohelpensurethattheyarespecificandcanbemeasured.Thefollowingisa

listofquestionstoaskwhenwritingyourSMARTobjectives:

Writing SMART CSPAP Objectives

Specific: Who (e.g., target population and persons doing the activity) and what (e.g., actionor activity)?

Measurable: How much change is expected as a result of your CSPAP?

Achievable: Can this be realistically accomplished given current resources and constraints?

Realistic: Is it possible to achieve this objective?

Time-phased: When will it be accomplished?

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ThefollowingareexamplesofSMARTCSPAPobjectivesthatalignwiththevisionandthetwogoals

providedaboveasexamples.

Vision:Active Students, Active Schools

Goal 1:Increaseopportunitiesduringtheschooldaytoincreasemoderatetovigorousphysical

activitiesforstudents.

Objective 1a:Bytheendofyearone,allK2classroomteacherswillhaveparticipatedina

1daytrainingonhowtointegratephysicalactivityintoexistinglessonplans.

Objective 1b:Bytheendofyeartwo,allK2studentswillreceiveatleast1dailylessonthat

includesphysicalactivity.

Goal 2: Increasethenumberofminutesthatstudentsarerequiredtoparticipateinphysical

education.

Objective 2a:Bytheendofyearone,theCSPAPcommitteewillconductandreporton

onecomprehensiveanalysisofbudget,staff,andschoolscheduleimplicationsrelatedto

increasingphysicaleducationtime. Objective 2b:Bytheendofyeartwo,theCSPAPcommitteewillworkwithschool

administratorstohireatleastonenewphysicaleducationteacher.

Goal 3:Increasethenumberofstudentsthatparticipateinatleast60minutesofphysical

activitydaily.

Objective 3a:Bytheendofyearone,90%ofthestudentsingradesK5willuseadailylog

torecordtheirmoderatetovigorousphysicalactivity.

Objective 3b:Bytheendofyeartwo,allK5studentswillparticipateinateacherorstudent

led,morningphysicalactivitythatisatleast10minutesinlength.

AdditionalresourcesfordevelopinggoalsandSMARTobjectivesareavailableat:http://www.cdc.gov/HealthyYouth/evaluation/resources.htm.Table2isatemplateforyoutowritedownyourvision,goals,

andobjectives.Itisnotprescriptive;forexample,itisnotmeanttoimplythatyoushouldhavethree

goalsandthreeobjectivesforeachgoal.Rather,itisatemplateforyoutocompleteandkeepthegoals

andobjectivesinoneplace,alignedwiththevision.

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Table 2. Template for Vision Statement, Goals, and Objectives.

Inthetemplatesbelow,writeyourfinalvisionstatementthatisaresultofyourbrainstormingand

decisionmaking.Then,writetheCSPAPgoalsandcorrespondingobjectivesforeachgoal.Youmayhave

moreorlessthan3goalsandcorrespondingobjectives.Thisissimplyatemplateforyoutowritethem

inoneplace.

CSPAP Vision Statement

(a declaration of a shared sense of purpose and provides a framework for establishing goals,

objectives, and activities for your CSPAP):

Goals and Objectives:

Goal 1:

Objective1a:

Objective1b:

Objective1c:

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Goal 2:

Objective2a:

Objective2b:

Objective2c:

Goal 3:

Objective3a:

Objective3b:

Objective3c:

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Step Four: Identify the outcomes or specific changes that are direct results ofprogram implementation.

Program outcomes

Itisimportanttoknow,earlyon,whatchangesyouhopetoseeasaresultofCSPAPimplementation

inyourschool.Aprogramoutcomecanbedescribedasthestateofthesocial,emotional,physical,

ormentalconditionsofthetargetpopulationthataprogramisexpectedtohavechanged.31Program

outcomesorspecificchangesaredirectresultsofprogramimplementation.31Outcomescaninclude

changesinknowledge,attitudes,skills,behaviors,status,orleveloffunctioning.Outcomesand

objectivesareoftenconfused.Outcomesfocusonachieved resultsaccomplishedthroughtheCSPAP,

whileobjectivesfocusonintendedresults.Whenselectingoutcomes,beginbyexaminingthegoals

andobjectivesyouidentifiedforyourprogram.TheassessmentyoucompletedinStepTwoalsoshould

beusedtohelpyouestablishabenchmarkforimprovingschoollevelandyouthoutcomesforphysical

activity.Yourprogrammaychoosetofocusononeormoreoutcomesoveraperiodoftime.

Although participation in physical activity may contributeto the reduction of body mass index (BMI), an indicator ofobesity, reduction of BMI is not a realistic outcome of a CSPAPwithout accounting for the many other factors that influenceBMI (e.g., dietary intake, physical activity outside of CSPAP,home environment, genetics).

Outcomescanbecategorizedintothreetimeblocks:short,intermediate,andlongtermoutcomes.

Thesetimeblocksprovideatimeframeforwhichyoucouldexpecttoseeresults:

Short-term: 13years

Intermediate: 35years

Long-term: 46years

Outcomesshouldbemeaningfulandmeasurable.Outcomesandtheinformationordatathatis

collectedtoindicateprogresstowardtheoutcomesshouldaddressimportantissuesvaluedbyCSPAP

stakeholders.TheCSPAPcommitteeandotherstakeholdersshouldbeabletodeterminewhetheranoutcomewasachievedbyreviewingdataandinformationthatwascollected.Progresstowardthe

outcomesshouldbemonitoredovertimetoincreaseattentionandsupportforchangethatmightbe

neededtoeventuallyachievetheidentifiedoutcomes.

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Examples of Program Outcomes and Indicators

Thetablebelowincludesexamplesofbothschoolandyouthoutcomes,indicators,objectives,and

goals.Theformerexamplesofthevision,goals,andobjectivesthatwereprovidedinStepThreeare

usedtodemonstrate.Indicatorsrepresentthespecificcharacteristicsthatreflecttheachievementof

anoutcomeandprovidethefoundationforidentifyingwhatisnecessaryforcollectingvalidandreliabledata.Rememberthattheseareonlyexamplesandyourprogramoutcomesmaybedifferentdepending

onyourprograminventoryresults,vision,andselectedgoalsandobjectives.

School Level

Vision Goal Objective Outcome Indicator(s)

Active Students, Goal 1: Objective 1a: Short-term: Numberof

Active Schools Increase

opportunities

duringtheschool

daytoincrease

moderateto

vigorousphysical

activitiesfor

students.

Bytheendofyear

one,CSPAPall

K2classroom

teacherswillhave

participatedina

1daytrainingon

howtointegrate

physicalactivity

intoexistinglesson

plans.

Increased

physicalactivity

opportunities

throughoutthe

schoolday.

classroom

physicalactivity

breaksprovided

eachday

Numberof

recessperiods

providedeach

day

Active Students, Goal 2: Objective 2a: Long-term: Numberof

Active Schools Increasethe

numberofminutes

thatstudents

arerequiredto

participatein

physicaleducation.

Bytheendof

yearone,the

CSPAPcommittee

willconductand

reportonone

comprehensive

analysisof

budget,staff,and

schoolschedule

implicationsrelated

toincreasing

physicaleducation

time.

Adoptedand

implementeda

policyrequiring

150minutesper

weekofphysical

education.

minutesphysical

educationis

providedperday

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Youth Level

Vision Goal Objective Outcome Indicator(s)

Active Students, Goal 3: Objective 3a: Short-term: PercentageofActive Schools Increasethe

numberofstudents

thatparticipatein

atleast60minutes

ofphysicalactivity

daily.

Bytheendofyear

one,90%ofthe

studentsingrades

K5willusea

dailylogtorecord

theirmoderateto

vigorousphysical

activity.

Increased

percentageof

studentsuse

adailylogto

documenttheir

physicalactivity.

studentsusing

alogatleast5

daysperweek.

Active Students, Goal 3: Objective 3b: Intermediate-term: Numberofdays

Active Schools Increasethenumberofstudents

thatparticipatein

atleast60minutes

ofphysicalactivity

daily.

Bytheendofyeartwo,allK5

studentswill

participateina

teacherorstudent

led,morning

physicalactivity

thatisatleast10

minutesinlength.

Increasedthenumberofstudents

whoparticipate

in60minutesof

physicalactivityat

least5daysper

week.

andnumberofminutes

students

participatein

physicalactivity.

Asnotedabove,thetablesaresimplyexamplesofoutcomesandcorrespondingindicators.Asyou

begintobuildyourevaluationplaninStepSeventhatfocusesonmeasuringyourprogress,thegoals,objectives,andoutcomesarecriticaltokeepinmind.Italsowillbeimportanttocloselyexamine

theindicatorstodeterminewhattypesoftoolsandresourcesyouwillneedtoassess/measure

theoutcomes.

Step Five: Identify and plan the physical activities for the CSPAP.

OncethePhysicalActivityLeader(PAL)andCSPAPcommitteehavecompletedandinterpretedthe

assessmentresults(StepTwo),developedavisionofwhatyourCSPAPwilllooklike,identifiedgoals

andobjectives(StepThree),anddeterminedthedesiredoutcomes(StepFour),itistimetoidentifyand

plantheactivitiesfortheCSPAP.TheCSPAPactivitiesshouldstronglytakeintoaccounttheassessment

results,asthoseindicatewhatneedsexist,aswellasstrengthsandweaknesses.Additionally,theCSPAPactivitiesshouldbeselectedbasedonexistinganddesiredresources,andtheabilityforthe

activitiestohelpachievetheobjectivesinthespecifiedtimeperiods.Theprocessofidentifyingand

planningtheCSPAPactivitieswillrequiretime,examinationofwhatisfeasibleintheschool,and

workingcloselywithotherstakeholders.Thefollowingsectionsprovideguidanceonstepstotaketo

identifyandplanspecificCSPAPactivities.

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Identify Current and Needed Resources

TheschoolsPALshouldleadtheplanning,andidentifythematerialandhumanresourcescurrently

available,alongwithadditionalresourcesneededtoimplementtheactivitiestobeconductedatschool.

TheCSPAPcommitteeshoulduseTable3toanswerthefollowingquestions:

Whatactivitiesarecurrentlyprovided,whatwillbeprovided,andhowwillinterestintheactivities

bedetermined?

Whattimesbefore,during,oraftertheschooldayareandwillbeusedforphysicalactivity?

Wherecanphysicalactivitybeconductedattheschool?

Whattypesofactivitiesaremosteffectiveatincreasingactivitylevelsofstudents?

Whowillfacilitatetheactivitieswiththestudents?

Whatisthecostofconductingselectedphysicalactivities?

WhatistheoverallbudgetfortheCSPAP?

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Table3

.Ques

tions

toIden

tifySc

hoo

lResources

Completethistablebyrespondingtoeachquestionineachcolumn.Youranswerswillhelpyouidentifywhatresourcesyouhavein

placeandthetypeofresourcesyoumightneedforyour

CSPAP.

Whatactivities

willweprovide

andhowwill

interestin

theseactivities

bedetermined?

Whencan

weprovide

activity?

Wherecan

weconduct

phys

ical

activities?

Whowilllead

theactivity?

Whatisthe

costofthis

activity?

Wha

tpotential

fund

ingexists

forth

isactivity?

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Select the Physical Activities to be Offered

Identifythephysicalactivityopportunitiesyouwilloffer,basedontheassessmentresults,thevision,

goals,objectives,andoutcomesthecommitteedeveloped,andanyotherinformationyoumayhave

gatheredfromstakeholders.Itisimportanttoberealisticabouthowmanyactivitiestoincludeinthe

CSPAP.Startingwithasmallselectionofactivitiesinapilotprogramandaddingoneortwonewactivitiesasyourtimeandresourcesallow,isarealisticstarttoyourCSPAP.Youwillalsoneedtoprioritizeyour

activities.Itislikelythatseveralnewideasandtypesofactivitieswillsoundinterestingandexcitingto

provide.However,prioritizingbasedonneedsandresourcescanhelptheCSPAPbemoresuccessful.

Forexample,ifyourassessmentresultsindicatethatyourelementaryschooldoesnotofferenough

recess,doesnothaveanyclassroomactivitybreaks,anddoesnotprovideanyafterschoolphysical

activityprograms,itisprudenttodecidewhichismostimportanttoaddressfirst.Inamiddleschool

orhighschool,youmaydiscoverthatstudentsinsomegradesdonothaveanyopportunitiesfor

physicalactivity,andwillneedtocloselyexaminetheschoolscheduletoidentifyareasofflexibility

wherephysicalactivitycanbeoffered.Consideringall resultsoftheassessmentiscriticaltodetermine

prioritiesforyourschool.Determinetheactivitiesyourstudentshaveaninterestinparticipatingorlearningmoreaboutby

surveyingstudents.Physicalactivitiesinyoursurveyshouldbedevelopmentallyappropriateforthe

agerangeyouserve,providetheopportunitytoparticipateinfavoriteactivities,andalsoexplorenew

options.Consideractivitiesthatwillbepossibletoconductatyourschoolfacility,andreflecttheculture

ofyourschoolandlocalcommunity.Includeactivitiesthatareavailabletoyouthinthecommunity,

butmaynotbeapartofthephysicaleducationcurriculum.Relevantactivitiesthatexpandstudent

experiencesandguidetheirexplorationenableyouthtoidentifytheactivitiestheywillchoosetoengage

inforalifetime.

Identify Specific Times to Schedule Physical Activities

Physicalactivitycanbescheduledinmanycreativewaysthroughouttheschoolday.Determineoptimal

timesbylookingatthemasterschedulefortheschool.Lookforblocksoftimewherestudentsarein

asedentarysetting,suchasmorningarrival,orwhilewaitingfordepartureattheendoftheacademic

day.Ifyouexamineyourbusarrivalanddepartureschedule,andearlyarrivals/latedeparturesare

assembledinabusroomarea,youhavejustfoundalogicaltimetoscheduleaphysicalactivityclub.

Reducingsedentarystudenttimebyprovidingyouthwithsomephysicalactivityisahealthieralternative.

Documentidentifiedtimeblocksinordertodeterminethebesttimestoscheduleactivity,andalso

notethenumberofstudentssuchanopportunitywillpotentiallyserve,basedontheavailablespace.

Byexaminingeachclassroomteachersschedule,andmindfullyschedulingphysicalactivitybreaksand

physicaleducationclass,theschoolcanplanformoreefficientuseoftimeandgreaterbalanceduring

theschooldayforthestudents.

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Creative Ways to Schedule Physical Activity Throughout the School Day

Adding 5 more minutes to recess time.

Integrating physical activity into academic lessons at least onceper day.

Adding physical activity clubs during times that students arrive earlyat school in the mornings, or depart late after school.

Hosting a morning movement activity for each grade level in theschool, prior to the start of the school day.

Developing intramural sport programs and physical activity clubs.

Academicclassroomteacherscanexamineclassschedulesforlongperiodsofsedentarytime,andnote

whentransitiontimesoccurduringtheschoolday.Encouragingphysicalactivitybreaksintheclassroom

duringnaturaltransitiontimesmayenhancestudentsfocuswhentheyreturntotheirnextacademic

subject.Manyactivitiescanbeperformedinclassroomspaces,orintegratedintoacademiclessons

inwaysthatenhancelearning.Trainingsforclassroomteachersshouldbeconductedthataddress

activitiesappropriateforyourschoolsgradelevels,andequipallteacherswithskillsforimplementing

physicalactivitybreaks.

Onceactivitiestobeimplementedareidentified,determinehowtoscheduletheactivities.Table4isa

charttohelporganizealloftheinformationneededtoplanyourCSPAP.

Someadditionalconsiderationsarethenumberofparticipantsyouwillallowtoregisterforanactivity

toensureasafeinstructor/studentratio,thedurationofthesessionstobeoffered,andtheage

appropriatenessoftheactivities.Protocolswillneedtobedevelopedfor:1)registrationforactivities,

2)parentpermission,and3)transportationtoandfromactivitiesprovidedbeforeorafterschool.

Recessisanimportantphysicalactivitytimethatshouldbethoughtfullyscheduledintheschoolday.

Childrenoftenaremoreattentive,behavebetter,andperformaswellorbetterscholasticallyafter

participationinphysicalactivitythroughrecessorphysicaleducation.1618Physicaleducationscheduling

alsoshouldreceivethesamemindfulconsideration,withphysicaleducationclassesnotscheduled

adjacenttoarecessbreakorotherphysicalactivitybreak.

Identify Activity Spaces and Facilities

Youwillneedtoidentifywhichspacesandfacilitieswillbeusedforthephysicalactivitiesidentified

fortheCSPAP.Developalistofalllocationsthatcanbeusedtoconductaphysicalactivity.Thesecan

includeagymnasium(ifyourschoolhasone),multipurposeroom,playgroundorathleticfield,large

classrooms,orcafeteria.Inthecaseofbeforeandafterschoolprograms,youmaybecompetingwith

theschoolbreakfastprogram,orabusroomthatusesasuitableactivityspace.Oncelocationsare

identified,determinewhereeachofthephysicalactivitieswillbeofferedandnotethelimitationsthat

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eachspacehasintermsofallowableactivityandnumberofstudentsthatcansafelyplayinthespace.

Ifyouareworkinginamiddleorhighschool,theremaybecompetitionforspacewithinterscholastic

sportsandcorrespondingpractices.Workwiththecommitteeandkeystakeholderstoensurethat

studentsareabletoengageinphysicalactivityinclubs,intramural,andinterscholasticofferingsina

flexiblemannerthroughouttheschoolyear.Finally,jointorshareduseagreementswithcommunity

basedorganizationscanbebeneficialforschoolsandthepartnerorganizations.Jointorshareduseagreementscanincreasephysicalactivityopportunitiesforstudents,staff,families,andcommunity

members.Schooldistrictsandschoolsoftenformjointorshareduseagreementstoeithersupportor

expandexistingphysicalactivityprograms.InthecaseofidentifyingmoreactivitiesforaCSPAP,a

jointorshareduseagreementmighthelpexpandactivityofferingsbyprovidingprogrammingata

communitybasedlocation.Moreinformationaboutjointandshareduseagreementscanbefoundat

www.jointuse.organdhttp://changelabsolutions.org/childhoodobesity/jointuse.

Identify Activity Leaders

Identifythestaffingneedsforthephysicalactivitiestobeoffered.Determinethestaffandparents

intheschoolcommunitythathavespecializedskillsorcertificationsandinterestinleadingorbeingpartofCSPAPactivities.Schooldistrictemployeesemployedoutsideyourschoolbuildingalsomaybe

interestedinprovidingafterschoolactivities.Reachouttocommunityactivityproviderssuchasdance

ormartialartsinstructorstodetermineiftheymightprovidesomeintroductoryclassesinyourschool.

Manyphysicalactivityspecialistsmayofferservicesprobonoforalimitedintroductoryclass.

Staffingtheprogramusingschoolstaffcanbeaccomplishedinanumberofways.Usingthecontract

timeofteachersfortheCSPAPinlieuofnoninstructionaldutiessuchasbus,hall,orcafeteria

monitoringisaneffectiveuseoftheirtime.Someschoolsofferflexibleworkhoursforstaffwillingto

comeinearlytosupportbeforeschoolprograms,orofferalatestarttoextendtheirdaytoworkinan

afterschoolprogram.Checkyourlocalschooldistrictregulationstoclarifytheflexibilityyoumayhavein

employeescheduling.

Develop Your Budget

Onceyouhavedeterminedthetypesofactivitiestoinclude,staffingrequirements,facilityand

equipmentrequirements,andascheduleforactivities,youarereadytoestablisharealisticandfeasible

budget.Examinetheactivitiesidentifiedanddeterminethecostsassociatedwithimplementingeach

activityandthesourceoffundingforeachactivity.Thiscanincludesalaryforaninstructor,equipment

neededtoparticipateintheactivity,resourcesforinstructors,orresourcesforteachersleadingphysical

activitybreaksintheirclassrooms.Identifyingthecostsmayassistyouinprioritizingyourspendingand

resourcesasyoudevelopyourprogram.UsethetemplateinTable5toorganizethisinformation.

Manyschoolsimplementphysicalactivityprogramswithveryfewdollarsbyusingalternativemeans,

suchasinkinddonations,smallgrantsfromlocalbusiness,donationsfromparentsorparentteacherassociations(PTAs),competitivegrants,donationsfromlocalcivicgroups,andflexibleschedulingofstaff

time.Remembertheimportanceofthankingthosebenefactorsthatsupporttheprogram.Sharingthe

successwiththecommunityiscriticaltomaintainingandgrowingtheprogram.Solicitsuggestionsand

ideasfromtheCSPAPcommitteeandkeystakeholdersonpromotingandmarketingtheimportance

oftheCSPAP.Therewillbeanumberofactivitiesofinterestthatwillhaveinadequateresourcesfor

implementation.Keeptheseactivitiesonawishlistintheeventthatresourcesbecomeavailable.

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http:///reader/full/www.jointuse.orghttp://changelabsolutions.org/childhood-obesity/joint-usehttp:///reader/full/www.jointuse.orghttp://changelabsolutions.org/childhood-obesity/joint-use


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Considerkeepingsomeplanned,unfundedactivitiesinreserveforwhenlocalfunderscontactyouto

assistwithanyneedsyoumighthave.Ifyouhaveatangibleplanforanewactivityinreserve,thiswill

assistyouinpresentingyourfundingneedwhenapproachedbyaneworpotentialfundingsource.

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Table4

.Plann

ing

Char

tfor

CSPAPProgram

Inthetablebelow,pleas

eidentifythespecificactivitiesyouplantoofferandthetargetgradelevels.Additionalinformationsuchas

thetime,location,facilitator,andnumberofstudentssh

ouldalsobeentered.Determinethecost,sourceoffunding,an

dthetimeline

ofimplementingeachac

tivity.

Activity

andTarget

Grades

Scheduled

Time

Location

Facilitator

#Students

Co

st

Funding

Source

Impleme

ntation

Timeline

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Table5

.Temp

lateforC

SPAPBu

dge

t

Completethefollowingtemplatebylistingeachactivityy

ouidentifiedinTable4,followedbythenumberofpotentialstudentswhowill

participate,thecostforinstructorsorleadersandequip

ment.Finally,calculatethetotalcost.

Activity

#ofstudents

CostforInstructor/

Leader

Cost

forEquipment

Totalcost

$

$

$

$

$

$

$

$

$

$

$

$

$

$

$

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Develop Sustainability Strategies for Your CSPAP

BuildinglongtermsupportfortheCSPAPisimportantandessentialforsustainingtheactivities

identified,theresourcesneeded,stafftraining,andthetimecommitmentofCSPAPcommitteemembers

andothersintheschoolcommunity.Thefollowinglistidentifiesexamplesofstrategiesthatcanbeused

todevelopsupportandmaintainaCSPAPinthelongterm.

Establish and adopt policies.WhiledevelopingaCSPAPisimportant,developingandadoptinga

policyiscriticalforensuringsustainabilityoftheprogram.Schoolsareencouragedtoworkwith

theirdistrictleveladministratorsandschoolboardtodevelopandadoptapolicythatsupports

CSPAP.Suchapolicycouldbeintegratedintothedistrictslocalwellnesspolicy,afederal

requirementforschooldistrictsparticipatinginfederalschoolmealprograms.Establishing

policiescan:provideevidenceofsupportandcommitmenttoyouthphysicalactivityfrom

schooladministrators,schoolboards,andotherstakeholders;addressphysicalactivityneeds

ofstudents;sustainand/orexpandCSPAPactivities;establishaccountabilitybyidentifying

whoisresponsiblefortheCSPAP;andidentifywhatshouldbedonewithinaCSPAPandwhois

responsiblefordoingit. Secure internal and external funding and other resources. Fundingsourcescanbesecured

throughbothinformalmethodsandmoreformalstrategies.Fundraisingstrategiesinclude

engagingparent,teacher,andstudentorganizations,localbusinesses,parksandrecreation

departments,localfundraising,and/orutilizingtheprincipalsstatediscretionaryfunding.

Provide annual professional development for administrators, teachers, and other school staff.

Physicaleducationteachers,classroomteachers,schoolstaff,andadministratorsshouldbe

providedwithprofessionaldevelopmentspecifictotheCSPAP.Qualityprofessionaldevelopment

canhelpthePAL,teachers,andotherleadersoftheCSPAPdeveloptheirskillsanddeliver

qualityinstructiontostudents.

Develop Communication and Marketing StrategiesBeforetheprogramispublicized,itisimportanttodevelopcommunicationstrategiesthataddressall

aspectsoftheprogramformultipleaudiencesstudents,parents,schooladministratorsandpersonnel,

andthelocalcommunity.DeterminethecommunicationstobeusedtoannouncetheCSPAP.Develop

announcementsontheavailabilityofphysicalactivityopportunities,includingarticlesfortheschool

newsletterandmarketingmaterialsyouwillusewithintheschoolbuildinganythingthatclearlyconveys

theinformationaboutyourprogramandhowtoparticipate.

Thecommunicationandmarketingshouldincludemethodsyouwillusetopromotethesuccessesofthe

program,whichareimportantinnotonlyattractingparticipants,butalsoingarneringfurtherfinancial

supportthatcanassistthesustainabilityofyourprogram.Thefollowinglistidentifiesimportantstepsin

thecommunicationandmarketingprocess.

Define the target audience(s).Oneofthemostimportantconceptstorememberisthatmarketing

startswiththecustomerortargetaudiencefirst.Amarketingapproachdoesnotassumeto

knowwhatisbestforpeople.Insteadmarketersdefinespecifictargetaudiences(e.g.students,

parents,administrators)andtaketimetounderstandneeds,interests,barriers,values,and

motivatorsrelatedtotheissueathand.Onesizedoesnotfitall.Oftenmultipleaudienceswill

requiredifferentcommunicationstrategiesandactivitiestosellthemonthenewidea,program,

orbehavior.Thinkabouthowtheinterestsandvaluesofstudentswillbedifferentfromthefactors

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most important to an administrator. For example, while your purpose in offering physical activityopportunities before school will focus on increasing physical activity and promoting health, you

might promote the benefits of having fun while being physically active to students.

Utilize the four primary components of a marketing strategy. Marketers refer to this step as

developing the marketing mix. The marketing mix includes four primary components:

Product The defined behavior you want the target audience to adopt (e.g.studentparticipationin CSPAP programs and activities). Present the product in a way that is most

relevant to the target audience and answers the question, Whats in it for me?

Price A value exchange. What does the target audience need to give up (cost) to adoptthe product? What will they gain (benefits)?

Place Where and when is the product (behavior) available to the target audience? Promotion How will you get your message out to the target audience? Focus on getting the

target audience to try the behavior first.

The following is an example of a marketing message aboutCSPAP that is delivered to students over morning announcements:

How much physical activity is enough to be healthy?60 minutes every day! Join your fellow students at themorning physical activity program to move more, feelgood, and be ready to learn!

Create the message and materials.After the planning process is complete, design the program

message(s) and complimentary materials in draft form.

Test ideas.Take your draft messages and materials and share them with members of the target

audience. Revise areas that are unclear for the target audience and concepts that generate

positive feedback.

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Step Six: Implement the CSPAP.

Implementation Planning

Inordertochartacourseforincreasingdailyphysicalactivitybehaviorsofyourstudents,identifythe

processyouwilluseforimplementingtheCSPAPcreatedinStepFive.Theimplementationplanisastraightforwarddocumentthatoutlinesexactlywhatwillbedone,bywhom,when,andhow.Theplan

servesasachecklistforthecommitteeasyouplanmeetingsandreportprogress.Theimplementation

planmustalignwiththeCSPAPgoalsandobjectives.Theimplementationplanwilloutlinetasks,

resourcesandresponsibilitiesnecessarytoachievetheestablishedpriorities.

CSPAP Implementation Plan Template

Table6illustratesanddescribesthekeyfactorstoincludeintheimplementationplan.Completingthis

templatecanhelporganizetheprocessesneededtoimplementtheCSPAP.

Implementation strategies

Creatingchangetakestimewithinorganizations.Givenlimitedhumanandfinancialresourcesandthe

multipledemandsplacedonschooladministratorsandpersonnel,thecommitteemaywanttoconsider

anincrementalapproachtoimplementation.TheCSPAPcommitteemustdeterminetheimplementation

strategiesthatrealisticallymatchthetime,resources,andclimateoftheschoolduringtheplanning

phase.Thefollowingdescribesthreeoptionsforestablishinganimplementationplan.

Pilot Implementation

Apilotimplementationisasmallscaleimplementationplannedasatestortrial.Thisstrategyallows

thecommitteetorefinetheprogramoractivity,anddemonstratesuccessandresultsforbroader

supportandapproval.Forexample,classroombasedphysicalactivitybreaksmaybeimplemented

acrosssecondgradebeforeexpandingtotheentireelementaryschool.Timeshouldbeallocatedfor

makingadjustmentsasneededbasedonfeedbackfromthepilotimplementation.

Phased implementation

Phasedimplementationisastrategytoinitiateanewprogramorprocesssothatdifferentpartsof

theorganizationimplementthechangeatdifferenttimesandwithvaryingintensitylevels.Phased

implementationallowsthecommitteetomanagetime,resources,andexpectationsbyimplementing

changeinphases.Forexample,providingrecessbeforelunchmayhaveaplannedschedulethat

introducesthenewroutinetothefourthgradefirst,andthenstagesimplementationeverytwoweeksfor

thethird,second,andfirstgradestotakepart.

Full scale implementation

Afullscaleimplementationmeansemployingallresourcesandimplementingeachstrategy;itisnot

limitedorpartialimplementation.Fullscaleimplementationplansforthechangetotakeplacefor

studentsofallagesandabilities,asalignedwiththegoalsandobjectivesinyourplan.Forexample,

thewalktoschoolprogramispromotedtoallgradelevelsandincludesprovisionsforstudentswith

disabilities.

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Ongoing Support for CSPAP Implementation

OnceaCSPAPandtheimplementationplansaredeveloped,itisimportanttomeetagainwith

thestakeholderswhowillneedtoapprovetheplan(e.g.,principal,schoolhealthcouncil,PTA).

Communicationwiththosewhowillmakefinaldecisionsandgiveapprovaliscriticalfromthestartof

theCSPAPplanningprocesssothatsupportisgarneredduringthedevelopmentoftheCSPAPanditsimplementationplan.Finally,communicatingasmuchdetailaspossibleabouttheCSPAPandhowall

thecomponentswillbeimplementedwillminimizechallengeswithcoordinationandlogisticswhen

implementationoccurs.

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Table6

.Temp

lateforC

SPAPImp

lemen

tation

Plan

Utilizethistemplatetooutlinetheimplementationplans

foreachgoalandeachofitscorrespondingobjectives.Inthiste

mplateGoal1

andObjectives1aand1bareusedastheexample.Add

morepagestothistemplatefor

thegoalsandobjectivesyouhavedeveloped.

Goal1:

Objective1a:

Identifytasks,

activities,orstrategie

s

tobeaccomplished

Whowilllead

thetask?

StartDate

Deadline

Necessary

resourcesfor

implementing

thetask

Potentialbarriers

toimplementing

thetask

Whatcom

munication

strategiesare

neededforthistask?

Goal1:

Objective1b:

Identifytasks,

activities,orstrategie

s

tobeaccomplished

Whowilllead

thetask?

StartDate

Deadline

Necessary

resourcesfor

implementing

thetask

Potentialbarriers

toimplementing

thetask

Whatcom

munication

strategiesare

neededforthistask?

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Step Seven: Evaluate the CSPAP.

Program Evaluation

Programevaluationisdefinedasthesystematiccollectionofinformationabouttheactivities,

characteristicsandoutcomesofprogramstomakejudgmentsabouttheprogram,improveprogrameffectiveness,and/orinformdecisionsaboutfutureprogramdevelopment. 32Programevaluationcanbe

usedto:

Describe,understand,andplanprograms.

Documentwhathashappenedinprograms.

Improveprograms.

Importance of Program Evaluation

Programevaluationisimportantbecauseitallowsprogramstakeholderstheopportunitytounderstand

howtheirprogramoperates,knowwhattheirprogramhasbeenabletoaccomplish,andidentifythestrengthsandweaknessesoftheirprogram.33Withoutprogramevaluation,stakeholderswouldbe

unawareoftheimpacttheprogramhasontheirtargetaudience.Inaddition,informationabouthowthe

programcouldbeimprovedwouldbelimited.Ongoingevaluationhelpsstakeholdersmakedecisions

about,continuetodevelop,andmakeimprovementstotheirprogram.

Types of Program Evaluation

Therearetwomaintypesofprogramevaluation:processandoutcome.Bothtypesofevaluationanswer

differentquestionsabouttheprogramandrelyondifferenttypesofdata.WhendesigningtheCSPAP

evaluationplanitshouldclearlybebasedongoals,objectives,andoutcomes.Thetypesofevaluation

tools,methods,andprocesseswilldependonhowthegoals,objectives,andoutcomeswillbemeasured.

Usingbothtypesofprogramevaluationalsowillenhanceyourfindingsandproviderichinformationabout

whatisgoingwell,whatneedstochange,andwhatcouldbeenhancedwiththeCSPAP.

Process Evaluation

Processevaluationisthecollectionofinformationthatallowsprogramstafftodeterminehowwell

theprogramisbeingimplemented.Itinvolvesknowingthefollowingaboutprogramactivities:who,

what,when,where,andhowmuch.Processevaluationcanalsofocusonassessingthequalityofthe

activitiesinwhichtheprogramisengaged,andwillhelpyoutofurtherimproveprogramactivities.

Processevaluationdatashouldalignwithprogramobjectivestoensurethatobjectivesareachieved.For

example,ifprogramstakeholdersareinterestedinmakingprogramimprovements,theymightcollect

dataontypesofprogramactivities,numberofpeopleattendingprograms,reachtospecificgroupsofpeople,orprogramcontent.

Outcome Evaluation

Outcomeevaluat

Documents

13 242620-A CSPAP SchoolPhysActivityPrograms Final 508 12192013 (1)