1. Comprehensive School Physical Activity Program (CSPAP) Training
Kevin Lorson
OAHPERD President-Elect
Ryan Eldridge
Ohio Department of Education
hio.gov
Mary LaVine
Youngstown State University

2. Objectives for Today: Define and describe a CSPAP
Understand the process for developing, implementing, and evaluating a CSPAP
Identify strategies for engaging school staff to develop, implement, and evaluate CSPAP in your school
History and Evolution of CSPAP
Overview of CSPAP-History and Evolution
Articles published:
2004, Burgeson;
2007, Castelli & Beighle;
2009, Beighle, Castelli, et al;
2009, Zavacky,.
2008, Position Statement Published: Comprehensive School Physical Activity Programs.
2008, Physical Activity Guidelines for Americans.
2009, Youth Physical Activity: The Role of Schools (CDC)
2011, NASPE’s Let’s Move in School Program.
2010, The National Physical Activity Plan for the United States.
AAHPERD’s Let’s Move in School Program (2011)
2011, School Health Guidelines to Promote Healthy Eating and Physical Activity (CDC)
2012, AAHPERD Director of Physical Activity Training Launch.
2013, First Lady Michelle Obama’s Lets Move! Active Schools.
2013, Comprehensive School Physical Activity Programs: A Guide for Schools (CDC)

3. Comprehensive School Physical Activity Program
Activity: What are you already doing in each of these areas? What do you see as potential ideas?

4. Seven Steps to Develop a CSPAP1
Establish a team/committee and designate a PAL 2
Conduct a needs assessment 3
Create vision, goals, and objectives 4
Identify intended outcomes 5
Develop your CSPAP plan 6
Implement 7
Evaluate

5. Why Youth Physical Activity?
Is an essential component of a healthy lifestyle
Plays a powerful role in preventing chronic diseases
Builds strong bones and muscles
Increases physical fitness
Promotes positive mental health
U.S. Department of Health and Human Services. Physical activity guidelines advisory committee
report. Washington, DC: U.S. Department of Health and Human Services; 2008.

6. National Guidance
Children and adolescents should do 60 minutes (1 hour) or more of physical activity daily
Aerobic
Muscle strengthening
Bone strengthening
Activities should be age- appropriate, enjoyable, and varied
Physical Activity Guidelines Advisory Committee. Physical Activity Guidelines Advisory Committee Report, 2008.
Washington, DC: U.S. Department of Health and Human Services; 2008.

7. Why Should Schools Provide Opportunities for Physical Activity?
Students who are physically active…
Benefit physically, mentally, and emotionally
Can do better in school
Help students achieve some or all of the recommended 60 minutes of physical activity

8. How Are Schools Doing?
Only 3.8% of all elementary schools, 7.9% of all middle schools, and 2.1% of all high schools provided daily physical education.
26% of elementary schools did not provide regularly scheduled recess for students in all grades.
Only 43.6% of elementary schools had students participate in regular physical activity breaks during school.
Only 44.3% of all schools supported or promoted walking/biking to school.
Point out that we are looking at national data, and that they have state data b/c they have to work with their state.
When in a school district it is important to point to the local data.
Lee SM, Burgeson C, Fulton JE, Spain CG. Physical education and physical activity: Results from the
School Health Policies and Programs Study 2006.

9. Comprehensive School Physical Activity Program (CSPAP)
National Framework
National Initiative
Let’s Move Active Schools (LMAS)
Physical Activity Leader (PAL)
Training Mechanism
Physical Education (PE)
Key Component
Presidential Youth Fitness Program
Training for PE

10. Comprehensive School Physical Activity Program

11. The Essential Components of Physical Education

12. Physical Activity During School
This includes classroom activity and recess:
Classroom activity
Even 5-10 minutes in duration contributes to cognitive health (Castelli et al., 2007)
PreK-12
Recess
Minimum 20 minutes per day/all grades K-12
Activity zones, active supervision, equipment, and multiple approaches
“Drop-in” physical activity in
secondary schools
Source: Centers for Disease Control and Prevention. Comprehensive School Physical Activity Programs: A Guide for Schools. Atlanta, GA: U.S. Department of Health and Human Services; 2013

13. Physical Activity Before and After School
School or community-sponsored activities/clubs/programs before and after school
Active commuting to school
Walk and bike to school
Walking school bus
Physical activity walking and running clubs
Intramurals (voluntary, student-centered, and all students)
Joint use agreements with community centers/buildings
Source: Centers for Disease Control and Prevention. Comprehensive School Physical Activity Programs: A Guide for Schools. Atlanta, GA: U.S. Department of Health and Human Services; 2013

14. Physical Activity Before and After School
School or community-sponsored activities/clubs/programs before and after school
Active commuting to school
Walk and bike to school
Walking school bus
Physical activity walking and running clubs
Intramurals (voluntary, student-centered, and all students)
Joint use agreements with community centers/buildings
Source: Centers for Disease Control and Prevention. Comprehensive School Physical Activity Programs: A Guide for Schools. Atlanta, GA: U.S. Department of Health and Human Services; 2013

15. Staff Involvement Incorporate staff into PA programs
Tailor programming to staff requests
Service to staff via Employee Wellness Programs
Medical screenings
Brown bags
Walking programs
Group fitness
PA breaks during meetings
Role model for students
Source: Centers for Disease Control and Prevention. Comprehensive School Physical Activity Programs: A Guide for Schools. Atlanta, GA: U.S. Department of Health and Human Services; 2013

16. Family and Community Engagement
Engaging families and community to be active beyond the school day
Social support is critical in youth physical activity choices
Parent/guardian-led activities
Family events
Youth sports
Source: Centers for Disease Control and Prevention. Comprehensive School Physical Activity Programs: A Guide for Schools. Atlanta, GA: U.S. Department of Health and Human Services; 2013

17. Coordination is Key
CSPAP is a holistic approach to school physical activity
Synergy across all components is critical
Determine how each component complements the others
Engage key stakeholders
Communicate, communicate,
communicate
Source: Centers for Disease Control and Prevention. Comprehensive School Physical Activity Programs: A Guide for Schools. Atlanta, GA: U.S. Department of Health and Human Services; 2013

18. CSPAP Guide: A Navigation Tool
Purpose: to enable physical education teachers and other physical activity leaders to develop, implement, and evaluate a CSPAP
Components:
Brief introduction
Step-by-step process
Tools and templates

19. Step-by-Step Process for CSPAP
Establish a team/committee and designate a PAL
Conduct a needs assessment
Create vision, goals, and objectives
Identify intended outcomes
Develop your CSPAP plan
Implement
Evaluate

20. Step 1. Establish a CSPAP Team/Committee
Should be a subcommittee of an existing school health council or school wellness committee
Should represent a diverse group of education and health stakeholders
Serves in an advisory and decision-making role for establishing, implementing, and evaluating the CSPAP
Participates in policy development, resource planning, and budgeting for CSPAP
Enhances the coordination of CSPAP
Must have administrative support
Must be willing to meet on a regular basis
Designates a Physical Activity Leader (PAL)

21. Step 2: Conduct a needs assessment
Identify existing physical activity policies, programs, and practices in the school
Links to these resources are located in CSPAP Guide
School Health Index /Healthy Schools Program Inventory/LMAS Assessment
School Physical Activity Assessment
Potential items to consider:
Is there any PE policy at all?
Are PE and PA policy part of the LSWP?
What do you want to know more about from your LSWP?
Is CSPAP included in school improvement plan?

22. Step 2: Conduct a needs assessment
Needs Assessment Results at MMS:
No before or after-school activities in place
Recess activities needed to be provided
No physical activity breaks provided
At your table: Discuss potential PA needs that will likely emerge
After examining assessment results, these three areas emerged as needs in the school.
Ask groups to discuss potential PA needs that will likely emerge

23. Step 3: Create vision, goals, and objectives
Vision statement
Shared sense of purpose
Framework for establishing goals, objectives, and activities for CSPAP
Goals
Describe the long-term (5+ years) results of CSPAP
Establish overall direction for and focus of a program

24. Step 3: Create vision, goals, and objectives
Describe program results to be achieved and how they will be achieved (use SMART objectives)
Have specific timelines for accomplishment
Align with goals
Specific
Measurable
Achievable
Realistic
Time-phased

25. Magnolia Middle School Goal and Objective
MMS Goal 1: Increase opportunities during the school day to increase moderate to vigorous physical activities for students.
MMS Objective 1: By the end of year one, all 6-8 classroom teachers will have participated in a CSPAP 1-day training on how to integrate physical activity into existing lesson plans.
Slide ­shows a sample goal for MMS, and one objective to accomplish the goal.
How is this a SMART objective? Walk through with group.

26. Step 4: Identify intended outcomes
Identify early on what changes you want to see as a result of CSPAP
Outcomes include changes in:
Knowledge, attitudes, skills, behaviors, status, or level of functioning
Three time blocks:
Short-term: 1-3 years
Intermediate: 3-5 years
Long-term: 4-6 years
Identify indicators to monitor
progress over time
Outcomes identify the changes you wish to see in the school and are time phased.

27. Step 4: Identify intended outcomes
Possible School Level Outcomes:
Increased amount of time dedicated to PE for all students
Increased opportunities for students to engage in daily recess
Possible School Level Indicators:
Number of minutes dedicated to PE during the school day
Number of minutes dedicated to recess during the school day
Slide shows that separate outcomes are expected for the students and for the school as a whole.
The school level outcomes show what the expected change is.
The indicators show how you will know that you have made that change.

28. Step 5: Develop your CSPAP plan
Identify current resources
Select activities currently/potentially offered
Identify available activity time
Identify activity leaders
Develop budget
Develop sustainability strategies for your CSPAP
Develop communication and marketing strategies
Direct participants to turn to page 30 in the CSPAP Guide.
During this step, you will use the planning worksheets on pgs 30, 37-38, and to explore the resources you have, and the resources you will need and work your way through all of the considerations listed.
This step enables you to identify school resources-keep in mind that this includes spaces, time, equipment, people, volunteers, and funding/donations.

29. Making it Happen! Classroom breaks during school (3/day x 7 min ea.)
Activity
Min/day
offered
activity
Classroom breaks during school
(3/day x 7 min ea.) 21 16
PE Class (60 min/ week) 12 6
Recess (one 15 min/day) 15
Recess (15 min before lunch)
Before school program/morning activity 10 8
Total Physical Activity 73 54
Often time is cited as the first barrier to incorporating more PA into the school day.
Look at an example of how modest time chunks can result in accumulated PA throughout the school day.

30. Identify Resources: Magnolia Middle School
What activities can/will we provide?
When can we provide activity?
Where can we conduct activity?
Who will lead activity?
Cost of this activity
Potential funding for this activity
Yoga
Basketball
Jump
Rope Club
Climbing Club
Step Aerobics
Zumba
Weight-training
PE Central Challenge Exergaming Club
Classroom Physical Activity Breaks
Before school (7:20-7:30 am)
Recess (10:45-11:00 am)
After school (3:30-4:30 pm)
Varied (see teacher schedules for providing classroom physical activity breaks)
Gym
Playground
Multi-Purpose Room
Room 321
Cafeteria
Room 111
Soccer Field
Hallway (outside
cafeteria)
Mr. Adams PE Teacher
Ms Tecle, Music Teacher
Mrs. Jones, Yoga Teacher
Mr. Smith, Parent Volunteer
Mr. Redd, Instructor
Ms. Evers, Soccer Coach
TBD when activity is selected and student number is determined
Local community foundation
Girl Scout Grant
School PTA
Health and Wellness Committee
Local Donor
School Foundation
Use Table 3 to guide an internal scan of your school community resources to determine the assets that currently exist in your school.
As you identify school resources-keep in mind that this includes spaces, time, equipment, people, volunteers, and funding/donations.

31. Completed Planning Chart: MMS
Activity and
Target Grades
Scheduled Time
Location
Facilitator(s)
# of Students
Cost
Funding Source
Implementation Timeline
Morning fitness Gr 6-8
Before school begins
7:20-7:30 am (Fridays only)
Cafeteria
Mr. Smith, Mr. McCambridge, Ms. Tecle
200
$200 (stipend for 2 individuals)
School PTA health and wellness committee
September 1- October 31
Recess
Gr 6-8
At least 15 minutes daily (time depends on class schedules)
Outside
All classroom teachers
750 (total student body)
N/A
September 1-October 31
Classroom physical activity breaks Gr 6-8
Daily (time depends on class schedules)
Classrooms
$750 for training teachers and materials
Local business
By October 31
Zumba, step aerobics, weight training, fitness circuits
12-12:30 (lunch time, daily)
Gymnasium or playground
Mrs. Redd
25-50
Volunteer
September- October
Floor Hockey
Grade 6
After school
3:30-4:30
Gymnasium
Mr. McCambridge 25
$375 stipend
PTA Grant
Beginner Karate
Grades 7-8
Mr. Smith
Volunteered by instructor
In-kind Donation
Use the information from Table 3 to develop the next segment-use Table 4 to identify the activities that are feasible, given the assets that you have identified.

32. CSPAP Budget: Magnolia Middle School
Activity
# of students
Cost for Instructor
Cost for Equipment
Total Cost
Morning fitness
200
$200 stipend ($100 for each teacher) $0
$200
Recess
750
$0-Part of daily school schedule
Classroom physical activity break program
$500 for teachers to be trained
$250 for materials
$750
Zumba, step aerobics, weight training, fitness circuits
25-50
Floor hockey 25
$375 stipend
$0-Part of Physical Education Department $
Beginner Karate
$0-Volunteer
Cost for karate uniforms—to be purchased by parents or in-kind donations
Total Cost for CSPAP
$1,200
Finally a budget will help determine your monetary needs. Notice that half of the activities to be provided are no cost.
Both blank and completed samples of the planning sheets are in the Guide.
We will provide you with ready to use word documents that you can open and use immediately for all planning activities.

33. Step 6: Implement your CSPAP
Document what will be done, by whom, when, and how
Serves as a checklist for the committee
Aligns with the goals and objectives
Consider implementation approach
Pilot
Phased
Full-scale
REMEMBER to think about implementation and evaluation from the beginning
What challenges could schools face with implementing CSPAP?

34. 3 Implementation Approaches
Pilot: small scale implementation planned as a test or trial
Phased: a strategy to initiate a new program so that different parts of the school implement the change at different times and with varying intensity levels
Full-scale: employing all resources and implementing each strategy

35. Step 7: Evaluate your CSPAP
Purpose of evaluation
Describe, understand, and plan programs
Document what has happened in programs
Improve programs
Two types of evaluation
Process
Outcome
Conducting an evaluation
Part of program planning
Using the data
• Process evaluation is the collection of information that allows staff to determine how well the program is being implemented.
• Outcome evaluation is the collection of information that helps staff assess what happens as a result of program activities.
The decision to focus on one or both types of evaluation will depend on many factors including the type of information sought (i.e., the outcomes, indicators, and objectives) and the resources available.
Generally process evaluation is conducted first because it helps stakeholders understand how the program works, before determining the impact of the program.
Keep evaluation simple and still maximize results of your evaluation.
WHAT?
HOW?
WHO?

36. Communicate Your Success
Stories, pictures and numbers
Consider your community
Identify your target audiences
Tailor your messages
Show the impact
Create straightforward, easy to understand messages
Good time to address significance of FERPA-Family Educational Rights and Privacy Act, which addresses student confidentiality. Mindfulness for this law and its intentions should be considered
More information at:

37. Q & A
Group barometer-ask participants to move around the room to answer questions.
Yes-go to L, No-go to R.
Questions to Ponder during this section:
1. Comfortable teaching the basics of CSPAP?
2. Can you name the 5 Components of CSPAP?
3. Do you know the 7 Steps to develop a CSPAP? Can you explain them to others?
4. Has this training helped you to understand the process-Develop, Implement, Evaluate?