Not Enough Time in the Day: A Qualitative Assessment of In‐School Physical Activity Policy as Viewed by Administrators, Teachers, and Students

Abstract

There is a critical need for meaningful and relevant solutions to circumvent challenges to implementing ISPA policies and practices in the Mississippi Delta. The Whole School, Whole Community, Whole Child model offers a broad means of visualizing rural, low-income, racially concentrated schools to circumvent challenges and foster ISPA policies and practices.