Exploring the acceptability and feasibility of a whole school approach to physical activity in UK primary schools: a qualitative approach

Jones, Gareth; Longbon, Kim; Williams, Sarah

doi:10.1186/s12889-022-14647-y

Cited by 5 publications

(5 citation statements)

References 31 publications

(51 reference statements)

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“…Similarly, the SWITCH wellness intervention -underpinned by implementation science -reported a shift in school culture with schools sharing their plans to continue the programme despite challenges (31). Combined, these ndings support a need to move beyond single and multicomponent approaches (20) to programmes that address higher system factors such as policy and environments that are essential for whole-school approaches.…”

Section: Discussionmentioning

confidence: 96%

“…The diminishing impact over time and at scale is attributed to; a lack of understanding of what constitutes a whole-school physical activity approach (16), programmes not considering schools as complex adaptive systems (16), limited multi-stakeholder input in programme design (17) and poor use of implementation theory within programme design, delivery and evaluation (18). Resultantly, programmes often focus on providing single or multi-component opportunities for children to be physically active (19,20), but fail to address the higher-level systems issues such as policy, environments and the role of different stakeholder groups. Integrating implementation science frameworks within the development of whole-school approaches reinforces the importance of moving beyond addressing school stakeholders' delivery of physical activity to also consider higher-level system factors (21).…”

Section: Introductionmentioning

confidence: 99%

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Initial insights into the impact and implementation of Creative Active Schools in Bradford, UK

Morris

Chalkley

Helme

et al. 2023

Preprint

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Background Few whole-school physical activity programmes integrate implementation science frameworks within the design, delivery, and evaluation. As a result, knowledge of the key factors that support implementation at scale is lacking. The Creating Active School programme was co-designed and is underpinned by the COM-B model and the Consolidated Framework for Implementation Research. The study aims to understand the initial impact and implementation of CAS in Bradford over 9 months using McKay’s implementation evaluation roadmap. Methods Focus groups and interviews were conducted with school staff (n = 30, schools = 25) CAS Champions (n = 9) and the CAS strategic lead (n = 1). Qualitative data were analysed both inductively and deductively. The deductive analysis involved coding data into a priori themes based on McKay et al’s implementation evaluation roadmap, using a codebook approach to thematic analysis. The inductive analysis included producing initial codes and reviewing themes before finalising. Results Identified themes aligned into three categories: (i) key ingredients for successful adoption and implementation of CAS, (ii) CAS implementation: challenges and solutions, and (iv) the perceived effectiveness of CAS at the school level. This included the willingness of schools to adopt and implement whole-school approaches when they are perceived as high quality and aligned with current school values. The programme implementation processes were seen as supportive; schools identified and valued the step-change approach to implementing CAS long-term. Formal and informal communities of practice provided “safe spaces” for cross-school support. Conversely, challenges persisted with gaining broader reach within schools, school staff's self-competence and shifting school culture around physical activity. This resulted in varied uptake between and within schools. Conclusions This study provides novel insights into the implementation of CAS, with outcomes aligning to the adoption, reach, and sustainability. Successful implementation of CAS was underpinned by determinants including acceptability, intervention complexity, school culture and school stakeholders’ perceived self-efficacy. The combination of McKay’s evaluation roadmap and CFIR establishes a rigorous approach for evaluating activity promotion programmes underpinned by behavioural and implementation science. Resultantly this study offers originality and progression in understanding the implementation and effectiveness of whole-school approaches to physical activity.

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Section: Discussionmentioning

confidence: 96%

Section: Introductionmentioning

confidence: 99%

Initial insights into the impact and implementation of Creative Active Schools in Bradford, UK

Morris

Chalkley

Helme

et al. 2023

Preprint

View full text Add to dashboard Cite

show abstract

“…Additionally, we used participant recommendations to recruit the qualitative sample, which may have led to biased perspectives of PA and implementation. The survey data were from a convenience sample and schools had a wide range of respondents (1)(2)(3)(4)(5)(6)(7)(8)(9)(10)(11)(12)(13)(14)(15)(16)(17)(18)(19)(20), which may impact the validity and reliability of results. Specifically, the values from schools with fewer respondents may be less reliable and valid because they are sensitive to a single or small group of representatives within a school.…”

Section: Limitationsmentioning

confidence: 99%

“…Many school-based interventions are complex leading to significant implementation challenges ( 7 , 8 ). Successful implementation is often dependent on a busy school staff dealing with competing academic priorities ( 10 ). The challenge of implementation can be made worse when there is a failure to consult with end users during the design process ( 11 ).…”

Section: Introductionmentioning

confidence: 99%

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

Walker,

Pfledderer,

Craig

et al. 2023

Front. Public Health

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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.

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“…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 ). Additionally, a recent meta-synthesis of studies on physically active learning reveals the complexity of implementation across internal (motivation, self-efficacy) and external (training, resources, school culture) factors ( 24 ).…”

Section: Introductionmentioning

confidence: 99%

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

Walker,

Craig,

Pfledderer

et al. 2023

Front. Sports Act. Living

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IntroductionSchools play an important role in promoting physical activity for youth. However, school-based physical activity opportunities often compete with other academic priorities, limiting their implementation. The purpose of this study was to qualitatively explore elementary school teacher and staff perspectives on providing physical activity opportunities and how they impact students and learning.MethodsWe partnered with a school district in Texas to conduct semi-structured individual interviews. We used a purposeful sampling approach to recruit elementary teachers and staff knowledgeable about the physical activity opportunities provided at their school. Interviews included questions about participant opinions of providing physical activity opportunities and the types of opportunities provided. We analyzed data using a directed content analysis and iterative categorization approach.ResultsFifteen participants (4 teachers, 4 physical education teachers, 3 assistant principals, and 4 principals) completed interviews from 10 elementary schools. Participants discussed observed and perceived benefits when providing physical activity opportunities, which emerged into four themes and subthemes: (1) academic benefits (learning readiness, learning engagement, and academic performance); (2) social-emotional benefits (behavior, interpersonal and social skills, and classroom culture); (3) physical benefits (brain health, skill development, physical health); and (4) instructional benefits (quality teaching time, helpful teaching tools, and teacher-student relationships).ConclusionsTeachers and staff observed numerous benefits when students had opportunities to be physically active, including the positive impact on academic and social-emotional outcomes. Our findings highlight the alignment of physical activity with other school priorities. Physical activity programming can be used in ways to support academics, learning, behavior, and other important outcomes.

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Exploring the acceptability and feasibility of a whole school approach to physical activity in UK primary schools: a qualitative approach

Cited by 5 publications

References 31 publications

Initial insights into the impact and implementation of Creative Active Schools in Bradford, UK

Initial insights into the impact and implementation of Creative Active Schools in Bradford, UK

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

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

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