The impact of Playworks on students' physical activity during recess: Findings from a randomized controlled trial

Beyler, Nicholas; Bleeker, Martha; James‐Burdumy, Susanne; Fortson, Jane; Benjamin, Max

doi:10.1016/j.ypmed.2014.10.011

Cited by 19 publications

(16 citation statements)

References 20 publications

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“…The survey assessed general teacher and classroom characteristics, implementation contextual factors, and whether teachers implemented structured classroom physical activity (31 quantitative items and 1 qualitative item). The survey items were developed for the present study, with some being adapted from the Playworks study of school recess [31]. The items are presented in the Appendix, and the content is summarized below.…”

Section: Methodsmentioning

confidence: 99%

Contextual factors related to implementation of classroom physical activity breaks

Carlson

Engelberg

Cain

et al. 2017

Behav. Med. Pract. Policy Res.

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Brief structured physical activity in the classroom is effective for increasing student physical activity. The present study investigated the association between implementation-related contextual factors and intervention implementation after adoption of a structured classroom physical activity intervention. Six elementary-school districts adopted structured classroom physical activity programs in 2013-2014. Implementation contextual factors and intervention implementation (structured physical activity provided in past week or month, yes/no) were assessed using surveys of 337 classroom teachers from 24 schools. Mixed-effects models accounted for the nested design. Availability of resources (yes/no, ORs = 1.91-2.93) and implementation climate z-scores (ORs = 1.36-1.47) were consistently associated with implementation. Teacher-perceived classroom behavior benefits (OR = 1.29) but not student enjoyment or health benefits, and time (OR = 2.32) and academic (OR = 1.63) barriers but not student cooperation barriers were associated with implementation (all z-scores). Four implementation contextual factor composites had an additive association with implementation (OR = 1.64 for each additional favorable composite). Training and technical assistance alone may not support a large proportion of teachers to implement structured classroom physical activity. In addition to lack of time and interference with academic lessons, school climate related to whether administrators and other teachers were supportive of the intervention were key factors explaining whether teachers implemented the intervention. Evidence-based implementation strategies are needed for effectively communicating the benefits of classroom physical activity on student behavior and improving teacher and administrator climate/attitudes around classroom physical activity.

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Section: Methodsmentioning

confidence: 99%

Contextual factors related to implementation of classroom physical activity breaks

Carlson

Engelberg

Cain

et al. 2017

Behav. Med. Pract. Policy Res.

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show abstract

“…There is some evidence to suggest that the number of interventions being scaled up Fig. 1 The 'scale-up window' -Adapted from Kingdon's Multiple Streams Theory without prior efficacy or effectiveness is becoming more common [14], with mixed results, wherein some demonstrate effectiveness in evaluations post scale-up [37] and others demonstrating that the anticipated significant impact post scale-up was not achieved [38]. Further, programmes delivered at scale may produce smaller effects than observed in the original studies, a phenomenon known as the 'voltage drop' and this needs to be estimated or considered for each intervention delivered at scale [39].…”

Section: Discussionmentioning

confidence: 99%

Scaling up population health interventions from decision to sustainability – a window of opportunity? A qualitative view from policy-makers

Lee

Nassau

Grunseit

et al. 2020

Health Res Policy Sys

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Background While known efficacious preventive health interventions exist, the current capacity to scale up these interventions is limited. In recent years, much attention has focussed on developing frameworks and methods for scale-up yet, in practice, the pathway for scale-up is seldom linear and may be highly dependent on contextual circumstances. Few studies have examined the process of scaling up from decision to implementation nor examined the sustainability of scaled-up interventions. This study explores decision-makers’ perceptions from real-world scaled-up case studies to examine how scale-up decisions were made and describe enablers of successful scale-up and sustainability. Methods This qualitative study included 29 interviews conducted with purposively sampled key Australian policy-makers, practitioners and researchers experienced in scale-up. Semi-structured interview questions obtained information regarding case studies of scaled-up interventions. The Framework Analysis method was used as the primary method of analysis of the interview data to inductively generate common and divergent themes within qualitative data across cases. Results A total of 31 case studies of public health interventions were described by interview respondents based on their experiences. According to the interviewees’ perceptions, decisions to scale up commonly occurred either opportunistically, when funding became available, or when a deliberate decision was made and funding allocated. The latter scenario was more common when the intervention aligned with specific political or strategic goals. Decisions to scale up were driven by a variety of key actors such as politicians, senior policy-makers and practitioners in the health system. Drivers of a successful scale-up process included good governance, clear leadership, and adequate resourcing and expertise. Establishing accountability structures and appropriate engagement mechanisms to encourage the uptake of interventions were also key enablers. Sustainability was influenced by evidence of impact as well as good acceptability among the general or target population. Conclusions Much like Kingdon’s Multiple Streams Theory of ‘policy windows’, there is a conceptually similar ‘window for scale-up’, driven by a complex interplay of factors such as political need, strategic context, funding and key actors. Researchers and policy-makers need to consider scalability from the outset and prepare for when the window for scale-up opens. Decision-makers need to provide longer term funding for scale-up to facilitate longer term sustainability and build on the resources already invested for the scale-up process.

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“…While having full-time staff at neighbourhood parks may be financially unrealistic in all communities, volunteers including summer high school and college interns, graduate students and faculty ( Han et al 2015 ), City Year and VISTA (Volunteers in Service to America) volunteers, or retirees may present low- to no-cost strategies for organizing and supervising activities in neighbourhood parks. This could be modelled after supervised recess at school through programs such as Playworks ( Beyler et al 2014 )…”

Section: Discussionmentioning

confidence: 99%

Using Systematic Observations to Understand Conditions that Promote Interracial Experiences in Neighbourhood Parks

Hillier

Han

Eisenman³

et al. 2016

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We analysed observations from 31 neighbourhood parks, with each park mapped into smaller target areas for study, across five US cities generated using the System for Observing Play and Recreation in the Community (SOPARC). In areas where at least two people were observed, less than one-third (31.6%) were populated with at least one white and one non-white person. Park areas that were supervised, had one or more people engaged in vigorous activity, had at least one male and one female present, and had one or more teens present were significantly more likely to involve interracial groups (p<0.01 for each association). Observations in parks located in interracial neighbourhoods were also more likely to involve interracial groups (p<0.05). Neighbourhood poverty rate had a significant and negative relationship with the presence of interracial groups, particularly in neighbourhoods that are predominantly non-white. Additional research is needed to confirm the impact of these interactions. Urban planning and public health practitioners should consider the health benefits of interracial contact in the design and programming of neighbourhood parks.

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The impact of Playworks on students' physical activity during recess: Findings from a randomized controlled trial

Cited by 19 publications

References 20 publications

Contextual factors related to implementation of classroom physical activity breaks

Contextual factors related to implementation of classroom physical activity breaks

Scaling up population health interventions from decision to sustainability – a window of opportunity? A qualitative view from policy-makers

Using Systematic Observations to Understand Conditions that Promote Interracial Experiences in Neighbourhood Parks

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