Modified delphi investigation of exercise science in physical education teacher education

As physical education teacher educators experiment with alternative pedagogical approaches to bridge the gap between subdisciplinary theory and professional practice, the need for enhanced multi-disciplinary research and communication continues. The purpose of this study was to determine the critical exercise science competencies, and associated instructional methods, that are recommended for inclusion in the physical education teacher education undergraduate curriculum. An initial list of theoretical and applied exercise science competencies was constructed using the knowledge, skills, and abilities recommended by the American College of Sports Medicine for individuals working in the field of exercise science. The two-round, modified Delphi procedure involved the repeated circulation of this questionnaire to a small panel of content experts. Experts in the field of physical education, including exercise science specialists, physical education teacher educators, and physical education teachers, were sampled to determine which theoretical and applied exercise science competencies are critical for the preparation of prospective physical educators. The Delphi panel members were required to rate each questionnaire item in terms of its theoretical importance and pedagogical relevance using a five-point Likert scale. The data collected during the second round of questioning were employed to provide a final measure of consensus regarding the critical strength of each exercise science competency. An item had to meet the following criteria in order to be considered of both critical importance and relevance: (a) the item received a mean rating of at least four or higher in the areas of importance and relevance; and (b) the item received at least 75% of all individual ratings at the four level or higher. Any item that failed to meet these criteria was considered to be non-critical. The Delphi panel members were also asked to complete an addendum survey concerning their recommendations regarding the four most effective instructional methods for the delivery of exercise science to prospective physical education teachers. The results of this scholarly process, which includes a final list of recommended exercise science competencies and instructional methods, have provided a conceptual framework upon which physical education teacher educators can make future curricular decisions in the area of exercise science

An Evaluability Assessment of the West Virginia Physical Activity Plan, 2015: Lessons Learned for Other State Physical Activity Plans

Background The US National Physical Activity Plan (NPAP) was released in 2009 as a national strategic plan to increase physical activity (PA). The NPAP emphasized implementing state and local PA pro- grams. Dissemination of information about NPAP has been lim- ited, however. Community Context West Virginia is a predominantly rural state with high rates of chronic diseases associated with physical inactivity. In 2015 an evaluability assessment (EA) of the West Virginia Physical Activ- ity Plan (WVPAP) was conducted, and community stakeholders were invited to participate in updating the plan. Methods A good EA seeks stakeholder input, assists in identifying program areas that need improvement, and ensures that a full evaluation will produce useful information. Data for this EA were collected via national stakeholder interviews, document reviews, discussions among workgroups consisting of state and local stakehold- ers, and surveys to determine how well the WVPAP had been im- plemented. Outcome The EA highlighted the need for WVPAP leaders to 1) establish a specific entity to implement local PA plans, 2) create sector-spe- cific logic models to simplify the WVPAP for local stakeholders, 3) evaluate the PA plan’s implementation frequently from the out- set, 4) use quick and efficient engagement techniques with stake- holders when working with them to select strategies, tactics, and measurable outcomes, and 5) understand the elements necessary to implement, manage, and evaluate a good PA plan. Interpretation An EA process is recommended for other leaders of PA plans. Our project highlights the stakeholders’ desire to simplify the WVPAP so that it can be set up as a locally driven process that engages communities in implementation

Asset Mapping in Rural Appalachia: Connecting Schools, Families, and Communities to Promote Physical Activity

Summary statement: The purpose of this study was to develop a county-wide asset map as a basis for identifying, cataloging, and enhancing access to existent physical activity resources and reducing health disparities among youth within a rural Appalachian community. Methods: In accordance with recommendations by Kretzman and McNight (2005), the asset mapping process focused on identification of five categories: (a) Local residents with specialized skills, experiences, and interests; (b) Local volunteer or community associations, organizations and networks with complementary interests; (c) Local private and public institutions with related missions; (d) Physical assets like parks, green spaces, and recreation facilities; and (e) Economic assets like charitable foundations and business partners. A variety of data collection methods were used to develop a traditional asset map and a geographical asset map, including focus groups, a preliminary phonebook scan, a green spaces and parks assessment, a windshield tour, school site visits, and semi-structured interviews with school personnel. Results: The asset mapping frequency counts derived from the described data collection methods were as follows: 33 associations, 19 institutions, 2 local economy assets, 40 physical spaces, and 13 individuals (n=107). All assets were represented graphically on a traditional asset map and geographical map. Conclusions: The results of the process demonstrate that a significant number of resources were in place with respect to the promotion of health-enhancing levels of physical activity among children and adolescents within the community. Next steps in the intervention process include evaluation of the quality and accessibility of these resources