The first Comprehensive School Physical Activity Programs (CSPAPs) position statement from the National Association for Sport and Physical Education (NASPE) was released in 2008. It was the first document of its kind to recommend increased school-based opportunities for physical activity. The Statement recommended that schools focus on quality physical education, school-based physical activities (before, during, and after school), staff wellness, and family/community involvement and included action steps to assist schools in beginning CSPAP implementation. A revised CSPAP position statement, released in 2013 by the Society of Health and Physical Educators (SHAPE) America, provides more details on the need for CSPAP to develop physically educated, active students. The revised Statement included an extended explanation of each component with examples and suggested strategies for CSPAP implementation. The current paper provides an overview of the background factors that preceded the development of the CPASS framework, the rationale and initial development of the CSPAP concept and its components, and its evolution since its inception. This evolution views the flexibility of the CSPAP model as one answer to address current public health concerns and needs of students. The adoption of CSPAP components by many national physical activity/education-focused organizations as well as its inclusion in public health recommendations, supports the need for its framework as a way to contribute to the national recommendation of 60 minutes of daily moderate-to-vigorous physical activity for children and adolescents.
|Number of pages
|Journal of Physical Education, Recreation and Dance
|Published - 2022
ASJC Scopus subject areas
- Orthopedics and Sports Medicine
- Physical Therapy, Sports Therapy and Rehabilitation