Abstract

Part 1 of this article, which appeared in the April 2013 of JOPERD, presented the theoretical
foundation and evidence-based needs for a main-theme curriculum model called Health
Optimizing Physical Education (HOPE) for schools. It also described eight strands that could be
used to plan, implement, and assess this version of a comprehensive school physical activity
program (CSPAP). Teachers in HOPE programs will need a broader knowledge base than what
is currently provided to preservice teachers and available for practicing (inservice) teachers.
Also, HOPE programs cannot be effective without the support and collaboration of parents,
teachers, administrators, and other professionals and organizations in the local community. This
article, Part 2, presents some strategies for the initial preparation of HOPE teachers, continued
professional development of inservice HOPE teachers, and suggestions for establishing strong
working relationships both inside and outside of schools in order to make HOPE an effective
CSPAP model.