Lessons learned from an undergraduate seminar to prepare preservice physical education teachers as whole-of-school physical activity leaders

Background: Most youth worldwide do not reach the recommended 60 min of daily physical activity (PA). Schools provide a distinct public health infrastructure for implementing Whole-of-School (WOS) approaches, which draw upon social-ecological supports to increase PA. Although WOS PA training in physical education teacher education has expanded, gaps remain in preparing preservice teachers as school PA leaders. The purpose of this study was to examine preservice physical education teachers’ (PPETs) readiness for WOS PA leadership, based on their participation in an undergraduate seminar that preceded the final student teaching internship and was framed by the COM–B (Capability, Opportunity, Motivation–Behavior) model. Method: An explanatory sequential mixed-methods design was used. Participants were ten senior PPETs and one course instructor. The study was conducted within a 15-week undergraduate seminar at a public university in the Eastern United States. The seminar was structured to develop PPETs’ knowledge, skills, and advocacy competencies for assuming leadership roles in a WOS approach. Sources of data included a questionnaire administered with PPETs at the beginning and end of the semester, fidelity checks to assess alignment between planned and actual seminar sessions, focus groups with PPETs, an instructor interview, and course artifacts. Quantitative data were analyzed descriptively, and qualitative data were analyzed thematically through inductive coding followed by COM–B-guided mapping. Results: Quantitative findings indicated increases across capability, opportunity, and motivation domains. Fidelity ratings were consistently high across adherence, instructional quality, responsiveness, and dosage. Qualitative analysis produced three themes and eight subthemes: (1) Capability–Development of Readiness through Knowledge, Confidence, and Leadership Application; (2) Opportunity–Navigating School Ecologies: Structural Conditions and Social Contexts Shaping WOS PA Promotion; and (3) Motivation–Advocacy, Intentions, and Belief in Impact. Conclusion: PPETs’ grew as WOS PA leaders during the seminar, with gains across capability, opportunity, and motivation. Integrating authentic, transferable assignments helped bridge coursework and practice, and COM–B-aligned coursework fostered knowledge, planning skills, ecological awareness, and an advocacy-oriented professional identity that support readiness to lead WOS PA.