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

International Journal of Behavioral Nutrition and Physical Activity

Research

Anna E. Chalkley¹  Gabriella M. McLoughlin²  John B. Bartholomew³  Andy Daly-Smith⁴  Emma Young⁴  Jade L. Morris⁴  Zoe E. Helme⁴  Oliver Timms⁵ 

[1] Centre for Applied Education Research, Wolfson Centre for Applied Health Research, Bradford Royal Infirmary, Bradford, West Yorkshire, UK;Centre for Physically Active Learning, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Sogndal, Norway;College of Public Health, Temple University, Philadelphia, USA;Implementation Science Center for Cancer Control and Prevention Research Center, Brown School, Washington University in St. Louis, St. Louis, USA;Department of Kinesiology and Health Education, The University of Texas at Austin, Austin, TX, USA;Faculty of Life Sciences and Health Studies, University of Bradford, Richmond Road, Bradford, UK;Centre for Applied Education Research, Wolfson Centre for Applied Health Research, Bradford Royal Infirmary, Bradford, West Yorkshire, UK;Reducing Inequalities in Communities schools project, Public Health, Department of Health & Wellbeing, City of Bradford Metropolitan District Council, Bradford, UK;

关键词: Creating Active Schools;    Implementation science;    Whole-school physical activity;    Physical activity promotion;    Children;    Implementation outcomes;    Implementation determinants;   

DOI  :  10.1186/s12966-023-01485-3

 received in 2023-01-06, accepted in 2023-06-26,  发布年份 2023

来源: Springer

【 摘 要 】

BackgroundFew 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 Schools (CAS) programme was co-designed and is underpinned by the Capability, Opportunity, Motivation and Behaviour (COM-B) model and the Consolidated Framework for Implementation Research (CFIR). The study aims to understand the initial impact and implementation of CAS in Bradford over 9 months using McKay’s et al.’s (2019) implementation evaluation roadmap.MethodsFocus 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.ResultsIdentified 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.ConclusionsThis 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.

【 授权许可】

CC BY   
© The Author(s) 2023

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