An evaluation of the ‘bottom-up’ implementation of the Active at school! programme in Quebec, Canada

Abstract

Summary The lack of physical activity (PA) amongst children is a public health concern in many industrialized countries. School-based daily physical activity (DPA) policies are a promising intervention for increasing PA levels amongst children. Informed by a logic model framework, this study examines the factors associated with meeting a ‘top-down’ DPA objective in the context of a ‘bottom-up’ implementation of a school-based DPA initiative in Quebec, Canada. An online survey assessing school-level inputs, outputs and outcomes was sent to all participating schools (415). Crude odds ratios (ORs) and 95% confidence intervals (CIs) were calculated using logistic regression to evaluate potential associations between factors (inputs and outputs) and the school’s adherence to providing at least 60 minutes of DPA (outcome). Adjusted ORs (AORs) and 95% CIs were calculated using a multivariate logistic regression to identify the best set of factors to predict adherence to the DPA objective. A total of 404 schools completed the questionnaire, amongst which 71% reported meeting the DPA target by implementing school-tailored activities. Three factors were identified as the best set of school inputs and outputs to predict meeting the objective: financial resources (per student) (AOR = 1.02; 95% CI 1.01–1.03), a shared vision amongst the school-team members that PA benefits learning outcomes (AOR = 1.94; 95% CI 1.04–3.19) and having conducted a detailed situational analysis (AOR = 1.89; 95% CI 1.00–3.58). Given that ‘bottom-up’ implementation might favour the development of policies that are more acceptable to stakeholders, our results should be considered by decision-makers and school administrators when implementing DPA initiatives.

Opening the Black Box of Implementation: Developing the Creating Active Schools Logic Model

“…In the last 4 years, advances have been made to develop tools to support the planning, execution, and evaluation of school-based interventions (12)(13)(14). These tools have been successfully applied in multiple contexts, environments, and populations to identify the conceptual pathways and underlying mechanisms throughout an intervention's lifespan (14)(15)(16). Although previous whole-school physical activity logic models have been published (e.g., Action Schools BC!…”