14 research outputs found
Ambiente construĂdo, saĂșde pĂșblica e polĂticas pĂșblicas: uma discussĂŁo Ă luz de perceçÔes e experiĂȘncias de idosos institucionalizados
SaĂșde PĂșblica - Prejuizos EconĂłmicos e Proposta de Modelos de EstratĂ©gicos para o Controle da Fasciolose HepĂĄtica
The role and impact of student leadership on participants in a healthy eating and physical activity programme
Repensando o fenĂŽmeno do envelhecimento na agenda polĂtica das cidades: a importĂąncia da promoção da mobilidade de pedestres
The SLC26A9 inhibitor S9-A13 provides no evidence for a role of SLC26A9 in airway chloride secretion but suggests a contribution to regulation of ASL pH and gastric proton secretion
Drug Repurposing for Cystic Fibrosis: Identification of Drugs That Induce CFTR-Independent Fluid Secretion in Nasal Organoids
Drumming and dancing: creative movement for Convention refugee youth in a physical activity space
Individual Resilience: A Major Protective Factor in Peer Bullying and Victimization of Elementary School Children in Israel
Considering Physical Well-Being, Self-perceptions, and Support Variables in Understanding Youth Academic Achievement
Rethinking Recommendations for Implementing Comprehensive School Physical Activity Programs: A Partnership Model
Recommended approaches to promoting childrenâs 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.</p