“One CSPAP step at a time”: Promoting a physically active school culture in an Irish urban post-primary school – planning for infrastructural change

 This study investigated the implementation of a whole-school physical activity  (PA) promotion model, the ‘Comprehensive School Physical Activity Programme’  (CSPAP), in an Irish urban post-primary school, evaluating its successes and challenges.  The study also explored how the CSPAP can inform the planning of a new school  building in an urban setting that is promotive of an active school culture. 

 A convergent parallel mixed methods design was adopted, with three phases of data collection lasting nine months: pre-, during and post-CSPAP implementation. The CSPAP intervention was nine weeks in duration. Data was collected from students and  staff; this included the ‘Student PA Opportunities Questionnaire’, focus groups, an interview with senior management and a teacher-researcher journal. Data was analysed thematically following the method of Braun & Clark (2006).

 Results highlighted a school culture that valued PA through a broad physical  education and after-school extra-curricular activities provision. There was a lack of  student PA opportunities before and during school, as well as no structured staff PA.  Given a lack of on-campus PA infrastructure, the school utilises strong community links  to access PA facilities. CSPAP successes included a staff steps initiative which enhanced staff cohesion, and a lunchtime 1st Year dance programme peer-led by 5th  Year students. CSPAP challenges were staff time constraints, the school uniform as a PA barrier for female students, and reluctance about classroom movement integration.  Green PA spaces in the new school campus was collectively desired.  

 This study helped to address a deficit in post-primary CSPAP literature, and CSPAPs in an Irish context. For sustainable CSPAPs, the findings identify a need for a  coordinated and collaborative whole-school implementation effort, with students also leading PA. Barriers to PA participation such as the timing of activities and school uniform should be considered as part of future CSPAP efforts.