Examining the Feasibility of Partnering with Cooperative Extension to Advance Statewide Physical Education Policies in Oregon
Optimizing physical education (PE) is a proven approach to increase children’s physical activity. Oregon law requires elementary schools to provide PE for > 150 minutes/week. One strategy to meet the required minutes is for classroom teachers to deliver PE, which is permissible using curricula al...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Mississippi State University
2021-06-01
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| Series: | Journal of Human Sciences and Extension |
| Subjects: | |
| Online Access: | https://scholarsjunction.msstate.edu/jhse/vol9/iss2/8/ |
| _version_ | 1811179726477197312 |
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| author | Nina Taylor Thomas Packebush Tammy Winfield Kathy Gunter |
| author_facet | Nina Taylor Thomas Packebush Tammy Winfield Kathy Gunter |
| author_sort | Nina Taylor |
| collection | DOAJ |
| description | Optimizing physical education (PE) is a proven approach to increase children’s physical activity. Oregon law requires elementary schools to provide PE for > 150 minutes/week. One strategy to meet the required minutes is for classroom teachers to deliver PE, which is permissible using curricula aligned to national PE standards. Be Physically Active 2Day (BEPA 2.0) is a unique classroom-based physical activity brain break curriculum aligned to PE standards. We evaluated the effectiveness of training school faculty to use BEPA 2.0 via a unique partnership with Cooperative Extension. Extension trainers (ET) were trained by a BEPA 2.0 Master Trainer (MT). School faculty were subsequently trained by ET (n = 94) and MT (n = 58). Participants completed post-training surveys to assess confidence, comprehension, and self-efficacy to implement BEPA 2.0. Survey scores were compared between MT and ET groups using the Wilcoxon-Mann-Whitney test. There were no differences between MT and ET training groups in perceived confidence, comprehension, or self-efficacy to implement BEPA 2.0 after training. ET were as effective as MT, indicating the train-the-trainer approach is a promising strategy to enhance BEPA 2.0 dissemination. Cooperative Extension partnerships may be an overlooked mechanism to enhance physical activity promotion efforts. |
| first_indexed | 2024-04-11T06:38:19Z |
| format | Article |
| id | doaj.art-a5d4cb7ec1b143e69ccc2fb551c72833 |
| institution | Directory Open Access Journal |
| issn | 2325-5226 |
| language | English |
| last_indexed | 2024-04-11T06:38:19Z |
| publishDate | 2021-06-01 |
| publisher | Mississippi State University |
| record_format | Article |
| series | Journal of Human Sciences and Extension |
| spelling | doaj.art-a5d4cb7ec1b143e69ccc2fb551c728332022-12-22T04:39:36ZengMississippi State UniversityJournal of Human Sciences and Extension2325-52262021-06-0192111https://doi.org/10.54718/EXFO9573Examining the Feasibility of Partnering with Cooperative Extension to Advance Statewide Physical Education Policies in OregonNina Taylor0Thomas Packebush1Tammy Winfield2Kathy Gunter3Oregon State UniversityOregon State UniversityOregon State UniversityOregon State UniversityOptimizing physical education (PE) is a proven approach to increase children’s physical activity. Oregon law requires elementary schools to provide PE for > 150 minutes/week. One strategy to meet the required minutes is for classroom teachers to deliver PE, which is permissible using curricula aligned to national PE standards. Be Physically Active 2Day (BEPA 2.0) is a unique classroom-based physical activity brain break curriculum aligned to PE standards. We evaluated the effectiveness of training school faculty to use BEPA 2.0 via a unique partnership with Cooperative Extension. Extension trainers (ET) were trained by a BEPA 2.0 Master Trainer (MT). School faculty were subsequently trained by ET (n = 94) and MT (n = 58). Participants completed post-training surveys to assess confidence, comprehension, and self-efficacy to implement BEPA 2.0. Survey scores were compared between MT and ET groups using the Wilcoxon-Mann-Whitney test. There were no differences between MT and ET training groups in perceived confidence, comprehension, or self-efficacy to implement BEPA 2.0 after training. ET were as effective as MT, indicating the train-the-trainer approach is a promising strategy to enhance BEPA 2.0 dissemination. Cooperative Extension partnerships may be an overlooked mechanism to enhance physical activity promotion efforts.https://scholarsjunction.msstate.edu/jhse/vol9/iss2/8/physical activity promotionschool-based physical activityphysical educationcooperative extensionyouth k-5 |
| spellingShingle | Nina Taylor Thomas Packebush Tammy Winfield Kathy Gunter Examining the Feasibility of Partnering with Cooperative Extension to Advance Statewide Physical Education Policies in Oregon Journal of Human Sciences and Extension physical activity promotion school-based physical activity physical education cooperative extension youth k-5 |
| title | Examining the Feasibility of Partnering with Cooperative Extension to Advance Statewide Physical Education Policies in Oregon |
| title_full | Examining the Feasibility of Partnering with Cooperative Extension to Advance Statewide Physical Education Policies in Oregon |
| title_fullStr | Examining the Feasibility of Partnering with Cooperative Extension to Advance Statewide Physical Education Policies in Oregon |
| title_full_unstemmed | Examining the Feasibility of Partnering with Cooperative Extension to Advance Statewide Physical Education Policies in Oregon |
| title_short | Examining the Feasibility of Partnering with Cooperative Extension to Advance Statewide Physical Education Policies in Oregon |
| title_sort | examining the feasibility of partnering with cooperative extension to advance statewide physical education policies in oregon |
| topic | physical activity promotion school-based physical activity physical education cooperative extension youth k-5 |
| url | https://scholarsjunction.msstate.edu/jhse/vol9/iss2/8/ |
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