Rethinking Recommendations for Implementing Comprehensive School Physical Activity Programs: A Partnership Model

Collin Andrew Webster, Michael Beets, Robert Glenn Weaver, Spyridoula Vazou, Laura Russ

Research output: Contribution to journalArticle

41 Scopus citations


Recommended approaches to promoting children’s physical activity through schools call for physical education teachers to serve as champions for, and leaders of, Comprehensive School Physical Activity Programs (CSPAPs). Little evidence, however, exists to suggest that physical education teachers are ideally prepared or supported to assume CSPAP leadership roles. The purpose of this article is to consider expectations that must be met for physical education teachers to serve as central protagonists in CSPAP implementation efforts, and to propose a conceptual model aimed at increasing both effectiveness and sustainability of CSPAPs through key external-internal partnerships. Specifically, community-based participatory research, communities of practice, and service-learning are presented as possible strategies to expand the support system for growing and sustaining CSPAPs. In sum, this article offers some reasons for rethinking current recommendations for CSPAP implementation.

Original languageEnglish (US)
Pages (from-to)185-202
Number of pages18
Issue number2
StatePublished - Apr 3 2015



  • School physical activity promotion
  • communities of practice
  • community-based participatory research
  • physical education teachers
  • service-learning

ASJC Scopus subject areas

  • Education

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