A Qualitative Exploration of Implementation, Adaptation, and Sustainability of a School-Based Physical Activity Intervention: Move for Well-Being in School

Lars B Christiansen,Thomas Skovgaard,Søren Smedegaard,Kristine Clausen

doi:10.1177/21582440211000053

Lars B Christiansen, Thomas Skovgaard + Show 2 more

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https://doi.org/10.1177/21582440211000053

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Abstract

School-based physical activity can promote health and improve learning outcomes, but efforts to increase school physical activity have had limited success. This study evaluates the sustainability of a multicomponent school-based physical activity intervention and identifies important factors for implementation and sustainability. Results are based on focus group interviews with 18 teachers at five implementing schools 10 months after the termination of the intervention period. The intervention comprised components related to physical education, recess, and the classroom, and focuses on inclusion for all students. The descriptive analysis of the interviews shows that the intervention is sustained with variation, and activities are adapted differently at the five schools. The deductive content analysis, based on the Framework for Effective Implementation, reveals several important factors for sustainable implementation: School management plays an important role in setting a long-term perspective and giving the intervention priority by securing the necessary organizational infrastructure for implementation and sustainability. The teachers must find the intervention advantageous and to have clear requirements, which entail convincing communication and education by both external and internal intervention advocates. A collective start-up with training and easy-to-use materials should gradually be altered toward individual feedback and development of teachers’ personal curriculum.

Highlights

Active children and adolescents are more likely to have better physical and mental health and show enhanced cognitive function and academic performance compared with their inactive peers (Bailey et al, 2013; Singh et al, 2019; Strong et al, 2005)
The aim of this study is to evaluate the adaptation and sustainability of a multicomponent school-based physical activity intervention and identify important factors for implementation and sustainability from the perspective of teachers
Despite being the schools rated with the best overall implementation during the initial intervention period, the focus group interviews revealed substantial variation between the five schools and between teachers working at the same school

Summary

Introduction

Active children and adolescents are more likely to have better physical and mental health and show enhanced cognitive function and academic performance compared with their inactive peers (Bailey et al, 2013; Singh et al, 2019; Strong et al, 2005). Many children and adolescents meet neither national nor global recommendations on physical activity (World Health Organization, 2018) and, miss out on the potential benefits. This is the case in Denmark, where just 26% of children between 11 and 15 years comply with the recommendations (National Health Authority, 2019). Public schools have been identified as a key setting for the promotion of physical activity, due to the extended possibilities for reaching almost all children and adolescents for prolonged periods of time and the availability of existing resources (i.e., professional teachers and curriculum for health and physical education; Naylor & McKay, 2009; Webster et al, 2015).

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