BACKGROUND:Daily physical activity (PA) among children and adolescents remains far below recommended levels, with participation disparities across socioeconomic status, race/ethnicity, and disability. Whole-school approaches to PA promotion, such as the Comprehensive School Physical Activity Program (CSPAP), offer a framework for promoting equitable PA opportunities; however, implementation barriers persist. CONTRIBUTIONS TO PRACTICE:This article applies the Theory of Expanded, Extended, and Enhanced Opportunities (TEO) to illustrate how digital learning can strengthen CSPAP implementation and address inequities in student PA opportunity access. Examples are provided across the five CSPAP components of Physical Education, During-School PA, Before/After-School PA, Family and Community Engagement, and Staff Wellness. IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY:Recommendations include integrating digital PA promotion into wellness policies, addressing both physical and digital divides, safeguarding data privacy, and designing culturally and linguistically responsive resources. Practice considerations emphasize blended and hybrid modalities as complements to in-person learning, alongside sustained professional development for educators and public health stakeholders. Equitable access to PA opportunities and digital technology is positioned as a guiding principle. CONCLUSIONS:When implemented intentionally and equitably, digital learning-supported CSPAP strategies have the potential to address systemic barriers, reduce disparities, and support schools in fostering lifelong PA participation.

Abstract Background Whole-school physical activity (WSPA) approaches are recognised globally as a key investment for increasing children’s activity levels. Their success depends on translating national policy into effective school practices through systems-level thinking and multi-stakeholder collaboration. This study aimed to use an experience-based co-design process to produce and prioritise future directions for WSPA policy, practice and research by engaging international stakeholders to identify key roles, needs, and actionable recommendations. Methods The co-design process took place during a two-day international conference on Whole-School Physical Activity (#WSPA2024). Adopting a design thinking approach, 152 international stakeholders representing 16 countries engaged in two co-design workshops. Participants included professionals representing the policy ( n = 64), practice ( n = 26), or research ( n = 62) sectors. Participants undertook tasks in either same stakeholder or mixed stakeholder groupings to explore and prioritise future needs for policy, practice, and research related to WSPA. All discussions were audio recorded, transcribed verbatim, and analysed using inductive thematic and content analysis. Prioritised actions were synthesised and recommendations to support the future of WSPA were drafted. Stakeholders reviewed the drafted recommendations and proposed modifications using an online questionnaire. Results Twenty-four recommendations (10 for policymakers, eight for practitioners, and six for researchers) to prioritise and plan for WSPA were developed. These are represented by six interlinked themes reflecting conditions for change: systems thinking, partner engagement and collaboration, equity and inclusion, evidence-based and action orientated, knowledge mobilisation, support and capacity building. Conclusions WSPA approaches should be viewed as a long-term systems change agenda requiring aligned policy, adaptable practice, and innovative research. The WSPA recommendations provide a platform for multi-sector collaboration, co-production, and investment in scalable, context-sensitive solutions.

Despite the central importance of school leadership in the successful implementation of new programs, little research has explored administrators’ views concerning whole-of-school physical activity (PA) initiatives, which can support students’ academic performance and healthy development. A critical knowledge gap exists in the context of secondary education, where whole-of-school PA implementation may face nuanced challenges. The purpose of this U.S.-based study was to examine middle school principals’ beliefs about whole-of-school PA. A convenience sample of 19 principals from six states participated in individual, semi-structured interviews. The data were thematically analyzed in NVivo. Findings spanned three themes: (a) PA benefits the whole child, but who is in charge? , (b) school- and system-level resources that matter , and (c) the gap between verbal support and administrative action. Collectively, these themes revealed principals’ nearly universal philosophical support for school-based PA programming but also demonstrated how such convictions often operate within structures that deprioritize it. Although principals expressed a desire to foster more active school cultures, they often perceived such efforts as idealistic and instead conformed to the accountability systems that govern their work. This study provides a key empirical lens from the perspective of school leadership to understand potential barriers and facilitators to whole-of-school PA implementation in middle schools.

BackgroundMost youth worldwide do not reach the recommended 60 min of daily physical activity (PA). Schools provide a distinct public health infrastructure for implementing Whole-of-School (WOS) approaches, which draw upon social-ecological supports to increase PA. Although WOS PA training in physical education teacher education has expanded, gaps remain in preparing preservice teachers as school PA leaders. The purpose of this study was to examine preservice physical education teachers' (PPETs) readiness for WOS PA leadership, based on their participation in an undergraduate seminar that preceded the final student teaching internship and was framed by the COM-B (Capability, Opportunity, Motivation-Behavior) model.MethodAn explanatory sequential mixed-methods design was used. Participants were ten senior PPETs and one course instructor. The study was conducted within a 15-week undergraduate seminar at a public university in the Eastern United States. The seminar was structured to develop PPETs' knowledge, skills, and advocacy competencies for assuming leadership roles in a WOS approach. Sources of data included a questionnaire administered with PPETs at the beginning and end of the semester, fidelity checks to assess alignment between planned and actual seminar sessions, focus groups with PPETs, an instructor interview, and course artifacts. Quantitative data were analyzed descriptively, and qualitative data were analyzed thematically through inductive coding followed by COM-B-guided mapping.ResultsQuantitative findings indicated increases across capability, opportunity, and motivation domains. Fidelity ratings were consistently high across adherence, instructional quality, responsiveness, and dosage. Qualitative analysis produced three themes and eight subthemes: (1) Capability - Development of Readiness through Knowledge, Confidence, and Leadership Application; (2) Opportunity - Navigating School Ecologies: Structural Conditions and Social Contexts Shaping WOS PA Promotion; and (3) Motivation - Advocacy, Intentions, and Belief in Impact.ConclusionPPETs' grew as WOS PA leaders during the seminar, with gains across capability, opportunity, and motivation. Integrating authentic, transferable assignments helped bridge coursework and practice, and COM-B-aligned coursework fostered knowledge, planning skills, ecological awareness, and an advocacy-oriented professional identity that support readiness to lead WOS PA.

Background: Teachers' reflective practices can support professional growth and are pivotal to the successful adoption of innovative curricula in physical education (PE). Collaborative reflection, or co-reflection, warrants exploration as it may be a more powerful method than individual reflection to foster critical engagement and deeper insight into the teaching act. The purpose of this study was to examine two PE teachers' co-reflections on the Successful Kinesthetic Instruction for Preschoolers (SKIP) curriculum. Specifically, this study drew upon the Reflective Framework for Teaching in Physical Education (RFTPE) to explore the focus and depth of the teachers' reflections while implementing SKIP and consider how reflective practices contribute to teacher learning and adaptation to new instructional approaches.Method: A convergent mixed-methods design was employed. The two participants were doctoral students who had previously taught PE full time and had never used SKIP. Over a seven-week period, the teachers co-taught SKIP at a public preschool in the southeastern United States, conducting 40-minute lessons twice per week. Primary data sources included post-lesson audiorecorded individual and co-reflection sessions and post-lesson individual written reflections. Supplementary data included the teachers' lesson plans and videos of the teachers' lessons. Quantitative analysis involved coding the reflections using the RFTPE to determine the frequency and distribution of reflection types. Qualitative analysis was conducted to identify themes in the data.Results: Quantitative analysis indicated individual reflections were predominantly situational (50%) and technical (31%), while co-reflections exhibited higher situational focus (66%) and critical depth. These patterns were explained by three qualitative themes: (1) Individual Reflection as Structured Accounts, where teachers documented logistics and management; (2) Co-reflection as Dialogic Sense-Making, where collaborative dialogue facilitated detailed inquiry and critical insights; and (3) Sensitizing Reflection as Contextual Awareness, which captured reactive attention to social dynamics and inclusion.Conclusion: Findings indicate that individual reflection supports logistical planning and management, while co-reflection is essential for dialogic sense-making and addressing social inclusion. Thus, teacher education programs should prioritize structured collaborative models to support the complex pedagogical demands of implementing prescriptive motor-skill curricula.Impact statement: The present study centers on SKIP curricula implementation in order to best explore the variances of reflection modality. Results from this study indicate that collaborative reflection supports more profound and critical engagement than individual reflection for PE teachers learning to teach new curricula for preschool students. We stress the importance of consistently implementing a structured reflective approach to generate meaningful insights and inform future practice.

This scoping review aimed to provide a comprehensive overview of empirical research on whole-of-school physical activity (WOSPA) preparation for preservice teachers (PSTs). Following the Preferred Reporting Items for Systematic Reviews extension for Scoping Reviews guidelines, a search across seven databases yielded 28 peer-reviewed articles from five countries focusing on PST involvement with WOSPA. Thematic analysis was used to summarize findings extracted from the selected literature. Research designs included qualitative (19), nonrandomized controlled trials (5), and mixed methods (4). PST experiences with WOSPA promotion addressed physical activity during school (22) and field-based implementation (21). PSTs valued WOSPA opportunities, developed physical activity leadership skills, and desired to lead future programs due to learning experiences. Future research is warranted to explore long-term transfer into the field; cross-institutional and international comparisons; scalable WOSPA learning experiences in teacher education; and their impact on PSTs’ (a) curriculum value orientations, (b) motivation, (c) role-breadth self-efficacy, and (d) perceived mattering.

INTRODUCTION:Physical activity (PA) is essential for adolescents' healthy development, yet many fall short of PA guidelines. Movement integration (MI)-infusing PA into regular classroom time-is a well-established approach to increasing elementary children's PA at school. However, less is known about MI in secondary school settings. This scoping review maps the breadth of empirical evidence on MI in secondary schools. METHODS:This review adhered to the Joanna Briggs Institute methodology for scoping reviews and followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews guidelines. A comprehensive search was conducted across seven electronic databases (PubMed/MEDLINE, ERIC [EBSCOhost], SPORTDiscus, CINAHL, SCOPUS, Web of Science, and PsycINFO) from November 10-15, 2023, and on August 5, 2025. Inclusion criteria centered on studies involving secondary school students and professionals. Exclusions applied to non-typically developing children and unpublished documents. RESULTS:MI strategies varied, with non-academic movement breaks (31 instances) and academic subject integration (28 instances) being the most common. The review included 44 studies published between 2014 and 2025. The studies originated from 11 countries and involved 59,973 participants. Two theoretical perspectives were prominent: social cognitive theory and the socio-ecological model. Methodological approaches included quantitative (28 studies), qualitative (10 studies), and mixed-methods (six studies) designs. Knowledge claims underscored student-centered benefits, the importance of contextual and institutional alignment, the feasibility and challenges of implementation, the adaptability of content for pedagogical integration, and the fact that no single MI strategy is universally sufficient for success. CONCLUSIONS:MI in secondary schools presents a viable PA promotion strategy for adolescents. Future research on MI in secondary school settings is warranted.

This paper addresses the crucial challenge of physical inactivity in K-12 students within the rapidly evolving educational technology (EdTech) landscape by proposing the Dynamic Pipeline of Technology-Driven Movement Integration (MI) framework and its guiding protocol for the successful implementation of this framework. This novel framework strategically integrates technology with MI principles to create dynamic classrooms where physical activity and learning are synergistic, offering innovative strategies to combat sedentary behaviors and promote active engagement. Realizing the full potential of this integrated approach necessitates a multi-faceted strategy encompassing comprehensive training and professional development for educators, the establishment of supportive policies and school-wide initiatives, and the cultivation of strong partnerships with the community and stakeholders. Furthermore, to optimize and refine this framework, future research should prioritize evaluating its long-term impact on student health and academic outcomes, identifying effective implementation models through comparative studies, exploring the diverse experiences of students and educators via qualitative inquiry, and informing community-level and policy-driven interventions. By providing a structured approach to merging technology and movement, this framework offers a promising avenue for fostering healthier and more effective learning environments in the EdTech era.

Movement integration (MI) – infusing physical activity (PA) during normal classroom time – is an evidence-based strategy to simultaneously support children’s academic performance and overall healthy development. However, little research has investigated why some teachers integrate movement more than others. This study examined high- and low-movement integrating teachers’ PA promotion attitudes and perceived competence. Elementary classroom teachers (N = 128) completed an online survey. High- integrating teachers reported more positive attitudes and higher competence than low- integrating teachers. Preservice preparation, continuing professional development and interventions that foster classroom teachers’ positive attitudes and perceived competence related to MI may leverage schoolwide PA promotion.

Health behavior, mental health, and school satisfaction are associated in school-aged youth. However, most previous research examining such associations does not account for unique groupings of these variables based on person-centered analyses. This study examined student mental health profiles and their association with health behaviors and school satisfaction. Students (N = 315, Mage = 11.39) from two British curriculum schools in Dubai, the United Arab Emirates, self-reported their mental health, physical activity, screentime, sleep quality, dietary habits, and school satisfaction. LPA revealed a four-profile solution as an optimal fit to the data. Significant differences in profile membership were found based on students' health behavior profiles, health behaviors, school satisfaction, age, and race/ethnicity. All health behaviors except physical activity predicted mental health profiles, and mental health profiles predicted school satisfaction. This study provides initial evidence of distinct mental health profiles that may require customized support in health programming for students in Dubai-based British curriculum schools.

Multiple national organizations and a substantial body of research highlight that schools are ideally positioned to promote physical activity (PA) among children and adolescents. One effective approach to extending students' school-based PA beyond traditional programs, such as physical education and recess, is through movement integration (MI)-the incorporation of PA at any intensity level during regular classroom time. Integrating technology into MI can further enhance engagement in classroom PA activities. This article presents strategies for combining technology with MI that can be implemented by diverse school staff, including classroom teachers and others who contribute to an active school culture. Additionally, it offers valuable insights for college professors, researchers, and interventionists interested in advancing MI implementation in schools.

Purpose: Physical activity (PA) and mental health (MH) are priorities for health promotion during early adolescence. This study explored associations between intrinsic motivation for PA, exercise attitudes, PA and MH in young adolescents. Methods: Participants were 315 students (Mage = 11.41; SD = 2.09; 45.1% girls) conveniently sampled from two private British schools in Dubai. Data were collected via a survey and analyzed using structural equation modeling. Results: As hypothesized, higher intrinsic motivation was directly associated with more favorable exercise attitudes, and attitudes was directly associated with increased PA. Unexpectedly, however, PA was not associated with better MH outcomes. A better fitting model was specified in which attitudes was directly associated with both PA and MH. Conclusions: Further research examining associations between exercise attitudes, PA, and MH in young adolescents is warranted.

Purpose: Movement integration (MI) can increase students' physical activity (PA) during regular classroom time, but students' perspectives and secondary school settings are underrepresented in existing MI research. This study examined middle school students' perceptions of MI specific to five areas of focus: (a) benefits of PA, (b) the importance of schools promoting PA, (c) MI opportunities, (d) factors influencing MI, and (e) MI preferences and recommendations. Methods: Middle school students (N= 67) participated in 10 focus groups. Data were analyzed using constant comparison to identify themes and subthemes in each area of focus. Results: Benefits of PA included whole-person benefits (physical, cognitive, and affective) and future benefits. The importance of schools promoting PA included existing/possible pa opportunities (structured, unstructured, and system-wide) and motivational aspects of school-based PA; MI opportunities included academics (academic needs and lessons), personal needs, and breaks. Factors influencing MI included teachers (classroom rules and teacher characteristics, attitudes, and behaviors), students, and environment. MI preferences/recommendations included activities (type, timing, and intensity), decision making, and furniture. Discussion/Conclusion: This qualitative study reveals how early adolescents might think about the intersections between PA and school and suggests practical, student-centered solutions to PA programming and educator training in middle schools.

Introduction Physical activity (PA) promotion among school-aged youth is a global health priority. Recommendations for such promotion include implementing whole-of-school approaches that maximize resources across the school environment. This study examined schools’ participation in an annual, government-led, and emirate-wide initiative in Dubai, called the Dubai Fitness Challenge, in which the goal is to accrue 30 minutes of PA every day for 30 days (as such, the initiative is colloquially referred to as “Dubai 30x30”). Methods A mixed-methods design was employed for this study. Three schools were recruited using convenience sampling. Participants were 18 physical education teachers, 20 classroom teachers, 2 principals and 45 students. Data sources included surveys, focus groups, and interviews. Data were analyzed using descriptive statistics, multinomial logistic regression, and open and axial coding to develop themes. Results School staff reported that most Dubai 30x30 activities were provided in physical education, at break times during school, and before and after school. Students reported that they mainly participated in Dubai 30x30 activities during physical education and occasionally participated in activities after school and on weekends. During school, students were more likely to reach higher PA intensity levels when they were in contexts other than the regular classroom setting. Among school staff, physical education teachers were most involved and classroom teachers were least involved in promoting Dubai 30x30. Parent engagement was high. Staff perceived that Dubai 30x30 brought the community together, but physical education teachers also indicated there was a lack of implementation guidance and they felt burdened. Participants believed Dubai 30x30 increased PA participation and helped to promote their schools. Discussion This study provides an initial glimpse into schools’ participation in Dubai 30x30 and suggests that a whole-of-school PA lens is useful in gleaning information that could help to increase and optimize PA opportunities for students.

Background The World Health Organization recommends a whole-of-school approach to promoting youth physical activity (PA) and there are several examples of this approach internationally. In the United States, the comprehensive school PA program (CSPAP) model serves as the national framework for school-based physical education (PE) and PA. Part of the implementation support structure for a CSPAP is staff involvement. Although there is a growing body of research that examines the CSPAP-related involvement of school staff, few studies have focused on school principals. Principal involvement is critical to the success of school-based PA programming. Investigating principals' CSPAP involvement is a necessary step toward maximizing efforts to leverage CSPAP implementation. This study drew upon social-ecological and biographical perspectives and used a person-centered analytic approach to investigate principals' CSPAP involvement. Purpose Building on recent research using a variable-centered approach to examine school principals' CSPAP involvement in the U.S., the purpose of this study was to examine distinct profiles among these same principals in terms of their CSPAP involvement, social-ecological based perceptions of CSPAPs, and satisfaction with personal experiences in K-12 PE. Methods Stratified random sampling was used to recruit a national sample of 2941 public school principals in the U.S. for participation in an electronic survey that measured CSPAP involvement, social-ecological perceptions (intrapersonal, interpersonal, and environmental), PE satisfaction, and several demographic, background, and school context variables. A total of 291 principals completed the survey. Only data from respondents who indicated their school has a CSPAP (N = 198) were used for this study. Data analysis involved principal component analysis and latent profile analysis. Results All PE satisfaction items were found to be good measures with factor loadings ranging from .879 to .962 and a Cronbach's alpha coefficient of .932 (previous research provided validity and reliability evidence for the CSPAP involvement and social-ecological measures contained in the survey.) The optimal latent profile model included four profiles, which were labeled Average (average scores for all three social-ecological factors), Above Average (above average scores for all three social-ecological factors), Below Average (below average scores for all three social-ecological factors), and Low-Interpersonal (high scores for the intrapersonal and environmental factors and low scores on the interpersonal factor). Latent profiles did not vary significantly on any measured demographic, background, or school context variables. The Kruskal-Wallis test yielded significant differences across the four latent profiles on both PE satisfaction (H-(3) = 24.527, p < .001) and CSPAP involvement (H-(3) = 34.469, p < .001). Conclusion This study supports the idea that there are distinct groups of principals, based on intrapersonal, interpersonal, and environmental perceptions regarding CSPAP implementation. Additionally, PE satisfaction was an important predictor of latent class membership, which in turn predicted principals' CSPAP involvement. Future interventions to increase principals' CSPAP involvement can incorporate the results of this study to design tailored professional trainings that target appropriate levels of social-ecological influence. Further, even though previous experiences with PE cannot be changed, helping principals understand the value of quality PE programs to whole-child learning and development may be worth exploring as a strategy to bolster CSPAP implementation efforts.

Mounting evidence from intervention research suggests that physical activity (PA) may contribute to children's social and emotional learning (SEL), which is an essential factor in healthy development and well-being. However, there have been no systematic reviews or meta-analyses of PA interventions and their effects on children's SEL. Such research is necessary to assess the growing knowledge base in this area and recommend future directions for research and practice. Based on the comprehensive school physical activity programme (CSPAP) framework, we conducted a systematic review and meta-analysis of PA interventions to increase elementary school children's (5-12 years) SEL. Following the Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) guidelines we searched six electronic databases for articles during 12-30 April 2021. A total of 32 studies were included in the review and 26 studies were included in the meta-analysis. The meta-analysis revealed a small to moderate effect of CSPAP-aligned PA interventions on SEL (Hedges' g = 0.44). However, there was considerable heterogeneity across studies. PA interventions to increase children's SEL show promise but continued investigation is needed with large sample sizes and rigorous randomised designs. Using the CSPAP framework to guide interventions may facilitate an understanding of how to maximise PA opportunities to enhance children's SEL.Rationale for this studyNumerous intervention studies consistently underscore the positive impact of physical activity (PA) on children's social and emotional learning (SEL). However, a notable gap exists: there are no systematic reviews or meta-analyses that directly examine the effects of PA interventions on children's SEL within the context of the comprehensive school physical activity programme (CSPAP) framework, which offers a methodology for classifying different PA intervention approaches.Why the new findings matterThe findings of this study further enrich the growing body of knowledge, showing that PA interventions have potential to enhance children's SEL. Such research is crucial to evaluate the expanding knowledge in this domain and to propose future directions for both research and practice.Implications for policy makers, university management, funders and studentsThis study suggests the adoption of larger sample sizes and stringent randomised designs in future studies. This will allow researchers to more conclusively address questions related to generalisability and causality. Furthermore, a purposeful incorporation of the CSPAP framework when crafting interventions will offer researchers and practitioners clearer insights into how best to deploy specific PA promotion strategies and understand the synergies between different intervention facets to elevate children's SEL.Context and implications

Physical inactivity is a global challenge that necessitates early intervention during childhood. Schools are positioned to make a significant impact on children's current and future physical activity behavior, but numerous barriers hinder the implementation and sustainability of school-based physical activity opportunities. The purpose of this invited article is to provide an overview of the comprehensive school physical activity program (CSPAP) as a concept, framework, and promising approach to institutionalizing physical activity within the school environment. Despite the availability of numerous published reviews on the topic, a broad, up-to-date panorama of the CSPAP literature that encompasses and consolidates historical, conceptual, empirical, and practical perspectives is currently lacking. Contained within this article is an explanation of the public health context that undergirds the CSPAP concept, a historical perspective of the concept's origins and evolution, examples of CSPAP research, recommendations for advancing the knowledge base, and evidence-informed frameworks and principles for professional practice.

In the United States, the Comprehensive School Physical Activity Program (CSPAP) is a whole-of-school framework to ensure youth meet physical activity guidelines. Physical education teachers (PETs) are poised to be CSPAP leaders, but implementation is low. PETs’ involvement with CSPAPs may be better understood through the lens of their role breadth self-efficacy, which captures how professionals feel about their ability to undertake expanded workplace roles. Furthermore, investigating PETs’ CSPAP-related role breadth self-efficacy from the perspective of occupational socialization theory could help to identify critical intervention points in PETs’ career development to support CSPAP implementation. The purpose of this study, therefore, was to explore PETs’ perceptions of how the phases of occupational socialization theory influence their role breadth self-efficacy to be involved with CSPAPs. Stratified random sampling and convenience sampling were used to recruit 25 PETs ( n = 16 female) in the United States. Data were collected using individual, semi-structured interviews and analyzed using constant comparison. The findings are represented in three overarching themes, each accompanied by corresponding subthemes: (a) modeling and encouragement from socializing agents, (b) learn by doing: mastery experiences, and (c) agent of change: “I believe in this.” The PETs’ childhood physical activity experiences, physical activity leadership development within teacher education, mentorship from experienced educators who exemplify effective strategies, and the capacity to foster social capital within the workplace are key factors impacting PETs’ CSPAP-related role breadth self-efficacy. Further investigation into mentorship programs for novice PETs to lead CSPAPs and best practices for CSPAP training in teacher education is recommended.