The Effects of a Relationship-Focused Professional Development Intervention on Infant and Toddler Teachers' Mindfulness-Based Strategies for Coping.

Teaching is a demanding profession with teachers of very young children reporting high rates of stress and exhaustion. We tested the effects of a relationship-focused professional development intervention designed to enhance teachers' use of mindfulness-based strategies to support coping on trajectories of teachers' stress, exhaustion (emotional, physical, and mental), and coping. Infant and toddler teachers ( = 81) from Early Head Start (EHS) or EHS childcare partnerships (CCP) were randomized to the intervention or usual care control condition.

Stress Intensity and Exhaustion Among Infant and Toddler Teachers: Descriptive Analysis and Associations with Sources of Stress and Coping Strategy Use.

Unlabelled: This study described infant/toddler teachers' (N = 106) perceptions of stress intensity and exhaustion (emotional, physical, mental) intensity. We examined the associations between stress and exhaustion and teachers' reports of stress sources and coping strategy use. Using ecological momentary assessment (EMA), teachers from Early Head Start (EHS), EHS childcare-partnerships, or independent childcare programs (midwestern U.

Parent Preferences for Physical Activity in Before and After School Programs in Rural and Suburban Communities: A Discrete Choice Experiment.

Background: The purpose of this study was to examine and compare parent preferences of before and after school physical activity program components in rural and suburban elementary schools.

Methods: A discrete choice experiment was conducted to measure parent preferences for components of before/after school programs. A total of 183 parents (age = 37.

Parent and Child Perceptions of Barriers to Active School Commuting.

Background: Active commuting (AC) to and from school can contribute to physical activity, although it has recently seen a global decline. The purpose of this study was to examine the agreement between parent and child perceptions of barriers to school AC.

Methods: Participants were parents (N = 152, M  = 40.

A Pilot Study of a Comprehensive School Physical Activity Program in Elementary Schools: Be a Champion!

Objective: In the present study, we sought to determine if a comprehensive school physical activity program (CSPAP) delivered using the Be a Champion! (BAC) framework was effective in increasing moderate-to-vigorous physical activity (MVPA) and decreasing sedentary time in elementary school youth.

Methods: We implemented a CSPAP in 3 elementary schools to determine its effectiveness to youth behaviors compared to 2 control schools. Youth physical activity was assessed via accelerometry in spring 2015 and spring 2016 during school hours on school days.

Physical Activity Surveillance in the United States for Work and Commuting: Understanding the Impact on Population Health and Well-being.

Objective: To summarize and describe the current US surveillance systems that assess physical activity (PA) for work and commuting.

Methods: An expert group conducted an environmental scan, generating a list (n = 18) which was ultimately reduced to 12, based on the inclusion of PA and/or sedentary behavior data.

Results: The 12 surveys or surveillance systems summarized provide nationally representative data on occupational-level PA or individual-level PA at work, data on active commuting, some are scorecards that summarize workplace health best practices and allow benchmarking, and one is a comprehensive nationally representative survey of employers assessing programs and practices in different worksites.

Parents' Perceptions and Engagement Regarding School-Based Physical Activity Promotion.

Purpose: This study examined parents' perceived importance of, and engagement in, school-based physical activity (PA) promotion.

Design: A cross-sectional, quantitative survey design was employed.

Setting: The survey was conducted in the United States.

A Systematic Review of Multi-Component Comprehensive School Physical Activity Program (CSPAP) Interventions.

Objective: To identify, review, and describe multicomponent physical activity (PA) interventions in terms of: (a) number and combination of Comprehensive School Physical Activity Program (CSPAP) components, (b) study characteristics, and (c) primary outcomes.

Data Source: Five electronic databases (i.e.

School-based physical activity interventions in rural and urban/suburban communities: A systematic review and meta-analysis.

Disparities in physical activity and health outcomes exist between urban and rural youth. School settings can be utilized to promote physical activity in youth regardless of urban-rural status. This systematic review and meta-analysis aimed to assess and compare the effect of rural and urban/suburban school-based physical activity programs on total physical activity in youth.

A Systematic Review of Community Engagement Outcomes Research in School-Based Health Interventions.

Background: Involving communities in school health has been purported as a practice integral to supporting a Whole School, Whole Community, Whole Child (WSCC) approach. Although community collaboration is often included in school-based health initiatives, there is little research considering methods for increasing community engagement. The purpose of this study was to identify effective school-based health interventions documenting changes in community engagement.

Implementation evaluation of a professional development program for comprehensive school physical activity leaders.

The purpose of this study was to conduct an implementation monitoring evaluation of a yearlong comprehensive school physical activity program (CSPAP) professional development program across eight multi-state physical education (PE) teacher cohorts. Mixed-method data were collected during a three-year implementation period via workshop attendance sheets and evaluations, post-workshop implementation plans and artifacts, and follow-up phone interviews to enumerate and evaluate the program's process of recruitment, reach, dose delivered, dose received, fidelity, and context. Recruitment strategies reached a total of 234 PE teacher attendees across eight workshops, with 77 PE teachers (primarily female, elementary, public school teachers) completing all program requirements.

Effects of Sharing Data With Teachers on Student Physical Activity and Sedentary Behavior in the Classroom.

Background: Data-driven decision making is an accepted best practice in education, but teachers seldom reflect on data to drive their physical activity (PA) integration efforts. The purpose of this study was to explore the impact of a data-sharing intervention with classroom teachers on teacher-directed movement integration and students' PA and sedentary behavior.

Methods: Teacher-directed movement behaviors from 8 classroom teachers in 1 primary school were systematically observed during four 1-hour class periods before (pre) and after (post) an intervention in which teachers individually discussed student movement data with a trained interviewer.

Comprehensive School Physical Activity Program Policies and Practices Questionnaire (CSPAP-Q).

: The Comprehensive School Physical Activity Program (CSPAP) model has recently been adopted as a national framework for physical activity (PA) promotion in schools. As a result, there is a need to develop an instrument to help leaders of PA measure policies and practices across the five component areas of a CSPAP. To address this gap, our team systematically developed and assessed the psychometric properties of the CSPAP-Q, an instrument designed to assess school policies and practices related to the five components of CSPAP.

Evaluation of a comprehensive school physical activity program: Be a Champion!

Background: Comprehensive School Physical Activity Programs (CSPAPs) are widely supported to increase physical activity (PA) in schools, but little has been reported to inform a comprehensive evaluation effort. The purpose of this report is to describe a comprehensive evaluation and monitoring strategy for CSPAP implementation.

Methods: The System for Observing Staff Promotion of Activity and Nutrition (SOSPAN), System for Observing Student Movement in Academic Routines and Transitions (SOSMART), and System for Observing Play and Leisure Activity (SOPLAY) were employed to record student and staff behaviors (2642 total scans).

SHAPE America's 50 Million Strong: Critical Research Questions Related to Youth Physical Activity.

SHAPE America - Society of Health and Physical Educators has targeted youth physical activity (PA) as 1 of its 4 goals within the 50 Million Strong campaign. Only 27.1% of youth met the target of all students (preK-12) participating in at least 60 min of PA that increases their heart rate enough to breathe hard at least some of the time for 7 days/week.

The Application of an Implementation Science Framework to Comprehensive School Physical Activity Programs: Be a Champion!

Comprehensive school physical activity programs (CSPAPs) have been endorsed as a promising strategy to increase youth physical activity (PA) in school settings. A CSPAP is a five-component approach, which includes opportunities before, during, and after school for PA. Extensive resources are available to public health practitioners and school officials regarding should be implemented, but little guidance and few resources are available regarding to effectively implement a CSPAP.

Health Promotion Efforts as Predictors of Physical Activity in Schools: An Application of the Diffusion of Innovations Model.

Background: Implementing a comprehensive school physical activity program (CSPAP) effectively addresses public health issues by providing opportunities for physical activity (PA). Grounded in the Diffusion of Innovations model, the purpose of this study was to identify how health promotion efforts facilitate opportunities for PA.

Methods: Physical and health education teachers (N = 256) nationwide were surveyed using a CSPAP Index to identify teacher's efforts for providing opportunities for PA within a school setting.

Impact of trained champions of comprehensive school physical activity programs on school physical activity offerings, youth physical activity and sedentary behaviors.

Objective: A quasi-experimental cluster-controlled design was used to test the impact of comprehensive school physical activity program (CSPAP) professional development on changes in school physical activity (PA) offerings, moderate-to-vigorous physical activity (MVPA) and sedentary behaviors of 9-14 year-old children during school.

Methods: Two groups of Louisiana elementary and middle school physical education teachers (N=129) attended a CSPAP summer workshop (95 in 2012=intervention, 34 in 2013=control) and were assessed on school PA offerings (teacher-reported; pre, mid, and post). During the 2012-2013 school year, intervention teachers received CSPAP support while implementing new school PA programs.

Physical literacy and Comprehensive School Physical Activity Programs.

Objective: The purpose of this paper is to make a case for Comprehensive School Physical Activity Program (CSPAP) to be the organizational framework for providing physical activity opportunities for children that is most likely to result in physical literacy.

Method: Beginning in 2010, the authors used multiple search engines to ascertain the existent literature surrounding physical literacy and physical activity interventions to identify common approaches to providing physically activity in and around school. Grounded in the Health Belief Model and the idea that physical literacy is a desired outcome of physical education, publications focused on each of the components of the CSPAP were synthesized to describe evidence-based practice.

School-based physical activity promotion: a conceptual framework for research and practice.

Despite public health concerns and the many recognized benefits of physical activity (PA), levels of participation among youth remain below national recommendations. To this end, a variety of strategies for promoting physical activity for youth have been advocated, including multi-faceted, school-based approaches. One that continues to be identified as having great potential is a comprehensive school physical activity program (CSPAP).

Emotional exhaustion, absenteeism, and turnover intentions in childcare teachers: examining the impact of physical activity behaviors.

Drawing on Salmon's (2001) unifying theory of the beneficial effects of physical exercise, we examined physical activity behaviors as an important, but understudied, buffer against experiences of emotional exhaustion, absenteeism, and turnover intentions in 189 childcare teachers. Structural equation modeling revealed that workplace and leisure-time physical activity were negatively related to emotional exhaustion, which in turn, was positively related to teacher migration and attrition intentions. Post-hoc analyses revealed indirect (mediated) effects between physical activity behaviors and teacher turnover intentions via emotional exhaustion.