TY - CHAP M1 - Book, Section TI - Strategies to Address Physical Activity in Schools A1 - Sacheck, Jennifer A1 - Amin, Sarah A2 - Boulton, Matthew L. A2 - Wallace, Robert B. PY - 2022 T2 - Maxcy-Rosenau-Last Public Health & Preventive Medicine, 16e AB - Children spend over half of their waking hours in school for a major portion of the year. Schools are increasingly in the spotlight for not only enhancing children's learning and well-being, but are also a critical point of engagement for promoting children's physical health. In the context of the national obesity epidemic, schools have further been complimented or criticized for both dietary and physical activity influences,1 as discussed in Chapters 181 and 185. A major focus within the context of the obesity epidemic has been school food—the National School Lunch Program, competitive foods, removing vending and sodas, and school breakfast, but increasingly physical education and physical activity programming are a major focus.2,3 In a concerted effort to address the many different personal and environmental factors that holistically shape the integral link between student health and educational attainment, the Centers for Disease Control and Prevention (CDC) in collaboration with the Association for Supervision and Curriculum Development (ASCD) developed the “Whole School, Whole Community, Whole Child” (WSCC) model. Under this framework, the Comprehensive School Physical Activity Program (CSPAP) is one of eight central components that are addressed for health promotion and disease prevention and underlies many of the school-based physical activity approaches described in this chapter.1 SN - PB - McGraw Hill CY - New York, NY Y2 - 2024/03/29 UR - accessmedicine.mhmedical.com/content.aspx?aid=1182670915 ER -