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dc.contributor.authorOrendorff, Karie
dc.contributor.authorWebster, Collin A
dc.contributor.authorMîndrilă, Diana
dc.contributor.authorCunningham, Kathleen MW
dc.contributor.authorDoutis, Panayiotis
dc.contributor.authorDauenhauer, Brian
dc.contributor.authorStodden, David F
dc.identifier.citationOrendorff, K., Webster, C. A., Mîndrilă, D., Cunningham, K. M., Doutis, P., Dauenhauer, B., & Stodden, D. F. (2021). Principals’ involvement in comprehensive school physical activity programmes: A social-ecological perspective. European Physical Education Review, 27(3), 574-594.en_US
dc.descriptionKarie Orendorff et al, Principals’ involvement in comprehensive school physical activity programmes: A social-ecological perspective, European Physical Education Review (, ) pp. . Copyright © 2020. DOI: 10.1177/1356336X20976687. Users who receive access to an article through a repository are reminded that the article is protected by copyright and reuse is restricted to non-commercial and no derivative uses. Users may also download and save a local copy of an article accessed in an institutional repository for the user's personal reference. For permission to reuse an article, please follow our Process for Requesting Permission.en_US
dc.description.abstractTo support school physical education, United States (US) national organizations in medicine, health, and education recommend that schools adopt comprehensive school physical activity programmes (CSPAPs). An important factor in successful CSPAP implementation is the involvement of the school principal. The purpose of this study was to examine relationships between principals’ self-reported CSPAP involvement and their social-ecological-based perceptions about CSPAPs. We analysed survey responses from a national sample of principals in the US who indicated their school had a CSPAP ( n = 198). Exploratory structural equation modelling supported a single-factor solution for CSPAP involvement (12 items) and three social-ecological factors, which we labelled ‘intrapersonal’ (nine items mainly focused on expected outcomes of CSPAPs), ‘interpersonal’ (five items focused on parents’ and teachers’ support of the CSPAP), and ‘environmental’ (12 items focused on the support of the overall school environment, the community surrounding the school, and public policy for the CSPAP). Path analysis showed involvement factor scores are predicted by intrapersonal factor scores, which, in turn, are predicted by interpersonal and environmental factor scores. The results of this study are helpful in identifying targets for future research and practice related to CSPAP implementation and can inform efforts to prepare and support principals with respect to their CSPAP involvement.en_US
dc.publisherSAGE Publicationsen_US
dc.rightscopyright SAGE publications 2020en_US
dc.subjectpricinpal involvement physical activity social ecological perspectiveen_US
dc.titlePrincipals’ involvement in comprehensive school physical activity programmes: A social-ecological perspectiveen_US
mus.citation.journaltitleEuropean Physical Education Reviewen_US
mus.relation.collegeCollege of Education, Health & Human Developmenten_US
mus.relation.departmentHealth & Human Development.en_US
mus.relation.universityMontana State University - Bozemanen_US

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