Implementation evaluation of a professional development program for comprehensive school physical activity leaders.
Coordinator
Physical Activity Leader
School champion
School health
Whole-of-school
Journal
Preventive medicine reports
ISSN: 2211-3355
Titre abrégé: Prev Med Rep
Pays: United States
ID NLM: 101643766
Informations de publication
Date de publication:
Sep 2020
Sep 2020
Historique:
received:
30
06
2019
revised:
05
03
2020
accepted:
26
04
2020
entrez:
4
6
2020
pubmed:
4
6
2020
medline:
4
6
2020
Statut:
epublish
Résumé
The purpose of this study was to conduct an implementation monitoring evaluation of a yearlong comprehensive school physical activity program (CSPAP) professional development program across eight multi-state physical education (PE) teacher cohorts. Mixed-method data were collected during a three-year implementation period via workshop attendance sheets and evaluations, post-workshop implementation plans and artifacts, and follow-up phone interviews to enumerate and evaluate the program's process of recruitment, reach, dose delivered, dose received, fidelity, and context. Recruitment strategies reached a total of 234 PE teacher attendees across eight workshops, with 77 PE teachers (primarily female, elementary, public school teachers) completing all program requirements. Facilitators among full program completers were participation incentives and network opportunities, while common inhibitors were difficulty with online technology and perceptions of added workload. Completers submitted implementation plans with at least three action steps, ranging from 4 to 7 months to accomplish, that predominately commenced with securing administration approval as the first step (81%), focused on implementing student physical activity initiatives beyond PE (76%), and evidenced with mostly picture artifacts (78%). Implementation was facilitated by the presence of multilevel support at school and an elevated image of PE and PE teachers at school, and was inhibited by scheduling constraints, unrealistic planning, and conflicting perceptions of physical activity and PE. Overall, this evaluation reveals unique perspectives of PE teachers regarding schoolwide PA promotion and informs future efforts to target and effectively support CSPAP leaders.
Identifiants
pubmed: 32489771
doi: 10.1016/j.pmedr.2020.101109
pii: S2211-3355(20)30069-3
pii: 101109
pmc: PMC7260586
doi:
Types de publication
Journal Article
Langues
eng
Pagination
101109Informations de copyright
© 2020 The Authors.
Déclaration de conflit d'intérêts
The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.
Références
Prev Med. 2014 Dec;69 Suppl 1:S12-9
pubmed: 25158209
Health Educ Res. 2012 Apr;27(2):307-18
pubmed: 22156231
Health Educ Behav. 2017 Apr;44(2):304-315
pubmed: 27486179
Health Promot Pract. 2013 Sep;14(5):777-90
pubmed: 23190496
J Sch Health. 2016 Jun;86(6):399-406
pubmed: 27122139
Child Obes. 2014 Apr;10(2):100-6
pubmed: 24655311
Ann Behav Med. 2004 Feb;27(1):3-12
pubmed: 14979858
Eval Program Plann. 2006 Nov;29(4):352-64
pubmed: 17950863
J Public Health Manag Pract. 2010 Jan-Feb;16(1):72-8
pubmed: 20009648
Med Sci Sports Exerc. 2008 Jan;40(1):181-8
pubmed: 18091006
Health Promot Pract. 2005 Apr;6(2):134-47
pubmed: 15855283
Front Public Health. 2018 Jan 05;5:354
pubmed: 29354631
Health Educ Q. 1994;Suppl 2:S73-89
pubmed: 8113064