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Abstract
This article provides an in-depth review of a physical education teacher education (PETE) program and how it has in the past or continues to incorporate a comprehensive school physical activity program (CSPAP) within its curriculum and extracurricular programming. There are various ways to provide students with meaningful experiences that prepare them to gain confidence and take on the role of a physical activity leader (PAL) once they graduate. Though not all PETE programs can implement every single CSPAP-related effort identified here, it is critical to make sure that students are provided experiences outside of the traditional classroom. This will help them continue to grow and learn how to become a champion for physical education and schoolwide physical activity (PA) promotion.
Additional information
Notes on contributors
Brent Heidorn
Brent Heidorn ([email protected]) is a professor and associate dean in the College of Education at the University of West Georgia in Carrollton, GA.
Brian Mosier
Brian Mosier is a professor and department chair in Sport Management, Wellness, and Physical Education at the University of West Georgia in Carrollton, GA.
Peter Stoepker
Peter Stoepker was an assistant professor in the department of Sport Management, Wellness, and Physical Education in the College of Education at the University of West Georgia in Carrollton, GA. He is now an assistant professor of Kinesiology at Kansas State University in Manhattan, KS.