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Yu, H., Mulhearn, S. C., van der Mars, H., Griffo, J. M., & Hodges-Kulinna, P. (2020). Off-hours physical activity facility use in public high schools: potential vs. reality. Research Quarterly for Exercise and Sport.

 

Public high school campuses in the United States are generally built with multiple dedicated physical activity facilities from soccer fields to swimming pools. When viewed from a community health standpoint, these campuses hold great potential (if accessible) in providing community members spaces where they can engage in physical activity during non-school hours. Guided by the Social-Ecological Model (SEM) the purpose of this study was to assess access to and use of all physical activity areas on public high school campuses during non-school hours on weekdays and weekend days. Direct observation using the SOPARC instrument (McKenzie & Cohen, 2006) was used to assess 19 public high schools across four districts in the Western U.S., by completing 3959 physical activity area sweeps. Facilities were accessible about half of the time (53.4%), but empty 91 percent of the time. Public high school campuses are an underused resource for community physical activity during non-school hours. Increased use of joint-use agreements would enable school districts to increase both the use of campus-based physical activity facilities and physical activity levels of community members who themselves fund the construction and maintenance of schools and school grounds through local taxes (Young et al., 2014). This would help increase the schools’ caloric footprint and contribute to improving public health (Ainsworth et al., 2011).

Key terms:  Physical activity, facility use, high schools, SOPARC.

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Corbin, C. B., Kulinna, P. H., & Yu, H. (2020). Conceptual Physical Education: A Secondary Innovation. Quest, 72(1), 33-56.

  • December 2019
  • Quest -Illinois- National Association for Physical Education in Higher Education-

 

Abstract

Over the last 40 years, the Conceptual Physical Education (CPE) movement has played an important role in the evolution of secondary school physical education (PE). In this article, we trace the history of CPE as well as fitness education (FE) programs that share common objectives with CPE. CPE at the college/university level is almost universal and has been shown to be a longstanding innovation. The information provided here suggests that CPE/FE programs at the secondary level are also an innovation, rather than a passing fad. Among the topics explored include factors precipitating the innovation, the stages of implementation, the current status of the innovation, factors leading to success, barriers to be overcome in program implementation, and suggestions for the future. Finally, evidence is provided to show that CPE, when conducted with fidelity, can be effective in promoting the overarching objective of quality PE programs—promoting lifelong physical activity.

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Effectiveness of Secondary School Conceptual Physical Education: A 20-Year Longitudinal Study

in Journal of Physical Activity and Health

Pamela H. Kulinna, Charles B. Corbin and Hyeonho Yu

 

 

Kulinna, P. H., Corbin, C. B., & Yu, H. (2018). Effectiveness of secondary school conceptual physical education: A 20-year longitudinal study. Journal of Physical Activity and Health, 15(12), 927-932.

 

Background: Previous research findings from Project Active Teen demonstrated the effectiveness of high school conceptual physical education (CPE) in promoting active lifestyles. Method: This study followed Project Active Teen participants 20 years after graduation from high school and 24 years after taking a CPE class. Physical activity behaviors were assessed using the same procedures as previous Project Active Teen studies. Activity patterns were compared with patterns while in high school and shortly after high school graduation. Activity patterns were also compared with a national sample of age-equivalent adults. Results: Twenty years after high school graduation, former CPE students were less likely to be inactive and more likely to be moderately active than when in high school and were less likely to be inactive and more likely to be moderately active than national sample age-equivalent peers. They were typically not more vigorously physically active than comparison groups. Conclusion: Results support the long-term effectiveness of CPE in reducing inactive behavior and promoting moderate physical activity later in life.

 

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Yu, H., Kulinna, P. H., & Lorenz, K. A. (2018). An integration of mobile applications into physical education programs. Strategies, 31(3), 13-19.

 

 

 

 

 

AnIntegrationofMobileApplicationsintoPhysicalEducationPrograms.pdf
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