Elementary school staff perspectives on the implementation of physical activity approaches in practice: an exploratory sequential mixed methods study

Abstract

IntroductionA whole-of-school approach is best to promote physical activity before, during, and after school. However, multicomponent programming is often complex and difficult to deliver in school settings. There is a need to better understand how components of a whole-of-school approach are implemented in practice. The objectives of this mixed methods study were to: (1) qualitatively explore physical activity approaches and their implementation in elementary schools, (2) quantitatively assess implementation levels, and (3) examine associations between school-level physical activity promotion and academic ratings.MethodsWe used an exploratory sequential mixed methods design. We conducted semi-structured qualitative interviews with elementary school staff from a Texas school district and used a directed content analysis to explore physical activity approaches and their implementation. Using qualitative findings, we designed a survey to quantitatively examine the implementation of physical activity approaches, which we distributed to elementary staff district wide. We used Pearson correlation coefficients to examine the association between the amount of physical activity opportunities present in individual schools and school-level academic ratings.ResultsWe completed 15 interviews (7 principals/assistant principals, 4 physical educators, and 4 classroom teachers). Elementary school teachers and staff indicated PE and recess implementation was driven from the top-down by state and district policies, while implementation of classroom-based approaches, before and after school programming, and active transport were largely driven from the bottom-up by teachers and school leaders. Teachers and staff also discussed implementation challenges across approaches. Survey respondents (n = 247 from 22 schools) indicated 54.6% of schools were implementing ≥135 min/week of physical education and 72.7% were implementing 30 min/day of recess. Classroom-based approaches were less common. Twenty-four percent of schools reported accessible before school programs, 72.7% reported accessible after school programs, and 27% promoted active transport. There was a direct association between the number of physical activity opportunities provided and school-level academic ratings r(22) = 0.53, p = 0.01.ConclusionSchools provided physical activity opportunities consistent with a whole-of-school approach, although there was variability between schools and implementation challenges were present. Leveraging existing school assets while providing school-specific implementation strategies may be most beneficial for supporting successful physical activity promotion in elementary schools.

Observed and perceived benefits of providing physical activity opportunities in elementary schools: a qualitative study

“…In addition to lack of time and competing priorities, there are other reported barriers to implementing physical activity opportunities in school. Specifically, a lack of resources, unsupportive cultures, a lack of leadership support, limited staff capacity, and a lack of staff buy-in can all negatively impact implementation efforts (18)(19)(20)(21). Our findings can further inform how public health professionals and educators communicate how physical activity can support academics, behavior, socialemotional well-being, and teacher-student relationships.…”

“…Despite the observed benefits of physical activity for learning (and other key behavioral outcomes), and existing empirical research to support many of these benefits, physical activity is often viewed as a lower priority in schools ( 19 , 20 ). For example, competing priorities and lack of time are two commonly reported barriers to implementing physical activity approaches ( 19 ). Our findings suggest that physical activity opportunities may be strategically integrated within the school day to enhance learning for students rather than compete with it.…”

“…Despite the promise of multicomponent physical activity approaches ( 17 ), they remain challenging to implement, even when mandated by district or federal policy ( 18 ). Common implementation barriers include competing priorities, an unsupportive culture and a lack of time, resources, staff capacity, staff buy-in, and leadership support ( 19 – 22 ). For example, studies examining perspectives of those implementing multicomponent physical activity approaches have reported the importance of obtaining leadership support and how academic subjects usually take priority over physical activity initiatives ( 20 , 23 ).…”