PETE Faculty Beliefs Concerning the Preparation of Preservice Teachers for CSPAP Roles: An Exploratory Study


  • Collin A. Webster University of South Carolina
  • Laura Russ University of South Carolina
  • Liana Webster Texas A&M University - Corpus Christi
  • Sergio Molina University of South Carolina
  • Hee Su Lee University of South Carolina
  • Jason Cribbs Georgia Southwestern State University



public health, teacher education, professional preparation, physical education teachers, classroom teachers


The purpose of this study was to examine the perceived effectiveness and attitudes of physical education teacher education (PETE) faculty concerning the preparation of preservice teachers for Comprehensive School Physical Activity Program (CSPAP) roles. Faculty (N = 175) responded to an electronic survey assessing perceived effectiveness and attitudes related to preparing undergraduate majors and nonmajors for CSPAP roles. Factor analysis of the survey items resulted in a four factor solution: (a) Effectiveness in Preparing Program Majors for Quality Physical Education, (b) Effectiveness in Preparing Program Majors for Other CSPAP Roles, (c) Effectiveness in Preparing Nonmajors for CSPAP Roles, and (d) Attitude Toward Preparing Program Majors for Other CSPAP Roles. Faculty agreed the most that their programs were effectively preparing majors for roles within quality physical education and agreed the least that their programs should be preparing majors for leadership roles with respect to school employee wellness and involvement in physical activity promotion. This study reveals a glimpse of current commitment in PETE programs to public health–related goals and informs CSPAP preparation in preservice education.