Digital Learning to Support Whole-School Physical Activity Opportunities: Prospects and Considerations
Saved in:
| Title: | Digital Learning to Support Whole-School Physical Activity Opportunities: Prospects and Considerations |
|---|---|
| Language: | English |
| Authors: | Chad M. Killian (ORCID |
| Source: | Journal of School Health. 2026 96(5). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Physical Activity Level, Holistic Approach, Health Promotion, Barriers, Physical Activities, Computer Uses in Education, Equal Education, Wellness, Blended Learning, After School Programs, Family Involvement, Community Involvement |
| DOI: | 10.1111/josh.70143 |
| ISSN: | 0022-4391 1746-1561 |
| Abstract: | Background: Daily physical activity (PA) among children and adolescents remains far below recommended levels, with participation disparities across socioeconomic status, race/ethnicity, and disability. Whole-school approaches to PA promotion, such as the Comprehensive School Physical Activity Program (CSPAP), offer a framework for promoting equitable PA opportunities; however, implementation barriers persist. Contributions to Practice: This article applies the Theory of Expanded, Extended, and Enhanced Opportunities (TEO) to illustrate how digital learning can strengthen CSPAP implementation and address inequities in student PA opportunity access. Examples are provided across the five CSPAP components of Physical Education, During-School PA, Before/After-School PA, Family and Community Engagement, and Staff Wellness. Implications for School Health Policy, Practice, and Equity: Recommendations include integrating digital PA promotion into wellness policies, addressing both physical and digital divides, safeguarding data privacy, and designing culturally and linguistically responsive resources. Practice considerations emphasize blended and hybrid modalities as complements to in-person learning, alongside sustained professional development for educators and public health stakeholders. Equitable access to PA opportunities and digital technology is positioned as a guiding principle. Conclusions: When implemented intentionally and equitably, digital learning-supported CSPAP strategies have the potential to address systemic barriers, reduce disparities, and support schools in fostering lifelong PA participation. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504501 |
| Database: | ERIC |
| Abstract: | Background: Daily physical activity (PA) among children and adolescents remains far below recommended levels, with participation disparities across socioeconomic status, race/ethnicity, and disability. Whole-school approaches to PA promotion, such as the Comprehensive School Physical Activity Program (CSPAP), offer a framework for promoting equitable PA opportunities; however, implementation barriers persist. Contributions to Practice: This article applies the Theory of Expanded, Extended, and Enhanced Opportunities (TEO) to illustrate how digital learning can strengthen CSPAP implementation and address inequities in student PA opportunity access. Examples are provided across the five CSPAP components of Physical Education, During-School PA, Before/After-School PA, Family and Community Engagement, and Staff Wellness. Implications for School Health Policy, Practice, and Equity: Recommendations include integrating digital PA promotion into wellness policies, addressing both physical and digital divides, safeguarding data privacy, and designing culturally and linguistically responsive resources. Practice considerations emphasize blended and hybrid modalities as complements to in-person learning, alongside sustained professional development for educators and public health stakeholders. Equitable access to PA opportunities and digital technology is positioned as a guiding principle. Conclusions: When implemented intentionally and equitably, digital learning-supported CSPAP strategies have the potential to address systemic barriers, reduce disparities, and support schools in fostering lifelong PA participation. |
|---|---|
| ISSN: | 0022-4391 1746-1561 |
| DOI: | 10.1111/josh.70143 |
