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Abstract

This study aimed to investigate the current practices of technology use for promoting physical activity in K–12 schools in the United States. A total of 367 registered Active Schools Champions completed the Comprehensive School Physical Activity Program Technology Practice Questionnaire (CSPAP-TPQ). Descriptive statistics identified commonly used technologies, and χ² tests and multiple regression analyses explored associations between personal and school characteristics and technology use. The most frequently used technologies were audio systems in physical education (95.1%), computers in physical activity programming before, during, and after the school day (79%), and email for staff involvement and family and community engagement (79%). The multiple regression model for personal characteristics indicated that race (β = 6.6, p = .004) and certified/licensed teacher status (β = −13.0, p < .001) were significant predictors of individual technology use, R² = .381, F(5,361) = 12.24, p < .001. In contrast, the multiple regression model for school characteristics did not predict school use of technology for physical activity promotion. The widespread adoption of technology to promote physical activity in K–12 schools, which is significantly influenced by personal characteristics such as race and teacher certification, underscores the urgent need for targeted professional development. Future initiatives should focus on the equitable expansion of access and providing dedicated support for diverse school staff in technology integration.

Keywords

public health school health whole-of-school active school school system CSPAP digital competence

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Technology Use in Physical Activity Promotion: A Cross-Sectional Study of K–12 Schools in the United States

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