Partnering With Cooperative Extension To Advance Physical Education Policies And Practice: Evaluating The Train-the-trainer Approach

Abstract

Optimizing physical education (PE) is a proven strategy to increase children’s physical activity. In Oregon, elementary schools are required to provide PE for > 150 minutes/week. However increasing PE delivery requires resources (e.g. personnel, space, training) which many schools do not possess. One tactic to meet the minute requirement is for classroom teachers to deliver PE, which is permissible in Oregon using programs aligned to national PE standards. PURPOSE: We evaluated the effectiveness partnering with Cooperative Extension to train classroom teachers to implement Be Physically Active 2Day (BEPA 2.0), a standard-aligned classroom-based PE program. METHODS: Extension trainers (ET) were trained by the BEPA 2.0 Master Trainer (MT). Teachers (N=244) were subsequently trained by either ET or the MT. Trainers provided information about school-based physical activity, best practice strategies, and BEPA 2.0 activity simulations. Trainers also facilitated barrier-busting brainstorm sessions to elicit implementation problem solving strategies. Teachers completed post-training surveys to assess confidence, comprehension, and self-efficacy to implement BEPA 2.0. Survey scores were compared between MT and ET groups using the Wilcoxon-Mann-Whitney test. Transcriptions from the barrier busting activities were assessed qualitatively to evaluate teachers’ perceptions of barriers and supports to implement BEPA 2.0. RESULTS: Surveys were returned by 152 teachers (response rate 62.3%). Over 94% indicated a high level of satisfaction with the training. There were no differences between MT (n=58) and ET (n=94) training groups in perceived confidence (p=0.12), comprehension (p=0.08), or self-efficacy (p=0.18) to implement BEPA 2.0. Qualitative results highlighted four themes encompassing implementation barriers and related problem-solving strategies; time constraints, space constraints, classroom interruptions/distractions, and limited school support. CONCLUSIONS: High training satisfaction and similar quality across ET and MT groups indicate the train-the-trainer approach is a promising strategy to enhance BEPA 2.0 dissemination. Cooperative Extension partnerships may be an overlooked mechanism to enhance physical activity promotion efforts in school settings.