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The purpose of this study was to examine comprehensive school physical activity program (CSPAP) policies and practices in international schools in Dubai, the United Arab Emirates. Following an explanatory-sequential mixed-methods research design, the researchers employed the Comprehensive School Physical Activity Program Policies and Practices Questionnaire (CSPAP-Q) and follow-up interviews to describe CSPAP implementation and explore implementation enablers and challenges. A convenience sample of physical education teachers (N=18) participated in the questionnaire, and seven of these teachers participated in individual interviews. Teachers' responses to the questionnaire indicated considerable heterogeneity and numerous gaps in existing school-based physical activity opportunities and promotion efforts. Interviews revealed three themes related to CSPAP implementation: (a) time constraints in secondary schools, (b) facilities, and (c) location. This study provides an initial glimpse into whole-of-school physical activity programming in Dubai international schools., Introduction Participation in physical activity (PA) has many well-documented health-related, developmental, and academic benefits for children and adolescents (Poitras et al., 2016). The World Health Organization (WHO, 2010) recommends that [...]

The purpose of this study was to examine comprehensive school physical activity program (CSPAP) policies and practices in international schools in Dubai, the United Arab Emirates. Following an explanatory-sequential mixed-methods research design, the researchers employed the Comprehensive School Physical Activity Program Policies and Practices Questionnaire (CSPAP-Q) and follow-up interviews to describe CSPAP implementation and explore implementation enablers and challenges. A convenience sample of physical education teachers (N=18) participated in the questionnaire, and seven of these teachers participated in individual interviews. Teachers’ responses to the questionnaire indicated considerable heterogeneity and numerous gaps in existing school-based physical activity opportunities and promotion efforts. Interviews revealed three themes related to CSPAP implementation: (a) time constraints in secondary schools, (b) facilities, and (c) location. This study provides an initial glimpse into whole-of-school physical activity programming in Dubai international schools. [ABSTRACT FROM AUTHOR]