"We Try and Make it Work": Physical Education Teacher Education Faculty Perspectives of CSPAP Integration

Role breadth self-efficacy captures how professionals feel about their ability to undertake expanded occupational roles. For physical education teacher education (PETE) faculty, integrating Comprehensive School Physical Activity Program (CSPAP) learning experiences into PETE is beyond traditional requirements that follow national and/or state accreditation standards. Although some programs integrate CSPAP, little is known about PETE faculty's perspectives on integrating CSPAP. The study aimed to explore PETE faculty's experiences learning and teaching about CSPAPs. Individual, semi-structured interviews (M = 39.82 min, r = 21-66 min) with PETE faculty (N = 21) were conducted and analyzed. The four themes were as follows: (a) inspired, (b) encouragement, (c) CSPAP champions, and (d) barriers. PETE faculty have greater self-efficacy to be CSPAP champions when inspired and encouraged by peers in PETE, K-12 teachers, through research, and professional development. To effectively integrate CSPAP training into PETE, experiences within school placements and mentorship from experienced teachers are crucial. Incorporating CSPAP into the teacher certification standards could foster broader adoption.