School Health Practice Research Articles

Standards-based physical education in schools: The role of state laws.

Examine the association of state physical education (PE) laws (https://class.cancer.gov) with school policies addressing motor skill development, physical activity (PA) participation, and health-enhancing physical fitness (https://www.cdc.gov/healthyyouth/data/shpps/data.htm). National school-level data on PE standards were obtained from the 2014 School Health Policies and Practices Study (SHPPS) of US schools for analytical samples of 408-410 schools in 43 states. These data were linked to Classification of Laws Associated with School Students (CLASS) data, which reflect the strength of state-PE curriculum laws and the associated state PE curriculum standards. Logistic regressions and generalized linear models with a complementary log-log link examined associations between state law and school-level standards. Compared to having no state law, weak law (OR: 5.07, 95% CI: 1.02-25.27) or strong law (OR: 2.96, 95% CI: 1.04-8.37) was associated with higher odds of school PE standards addressing motor skill development, while only strong state law was associated with higher prevalence of addressing achievement and maintenance of physical fitness (coefficient: 0.63, 95% CI: 0.12, 1.14). State laws were not associated with addressing PA participation. Schools were more likely to address motor skills and physical fitness development when states had strong PE laws.

"Waiving" Goodbye to PE: State Law and School Exemption and Substitution Practices in the United States.

The importance of schools providing physical education (PE) and promoting physical activity (PA) and the benefits of PA for children are well documented. However, a majority of students do not get the nationally recommended 60 min of daily PA. Many states grant waivers, substitutions, or exemptions from PE despite national recommendations. This study examined the association between state laws allowing for the use of PE substitutions and exemptions and school-level substitution and exemption practices. School-level PE exemption and substitution data from the 2014 School Health Policies and Practices Study were linked to state law data from the National Wellness Policy Study and the National Cancer Institute's 2013 Classification of Laws Associated with School Students. The analytic sample included 320 schools located in 42 states. Separate multivariable logistic regression models linked five types of school PE exemptions/substitutions to corresponding state laws, controlling for school characteristics. Overall, 24 of the 42 states had laws addressing PE waivers, exemptions, or substitutions. Schools had higher odds of allowing PE substitutions for school sports (adjusted odds ratio (AOR), 3.59; 95% confidence interval (CI), 1.33-9.68), other school activities (AOR, 8.52; 95% CI, 2.90-25.03), and community sports (AOR, 4.30; 95% CI, 1.43-12.96) and allowing exemptions for fitness test scores (AOR, 4.67; 95% CI, 1.49-14.62) or vocational training (AOR, 5.92; 95% CI, 1.04-33.68) if state law allowed it, compared with schools in states that did not allow such practices. Given the connection between PA and beneficial outcomes for children, decision makers, school administrators, practitioners, advocates, and researchers should consider and further examine how PE waiver, exemption, and substitution policies and practices may affect students' PA and related outcomes.

تقييم دور المدارس في تعزيز ممارسات الصحة العامة في المدارس الحكومية - قطاع غزة

هدفت هذه الدراسة إلى التعرف على دور المدرسة في تعزيز ممارسات الصحة العامة في المدارس الحكومية- قطاع غزة. وتمثلت الأهداف الخاصة لهذه الدراسة في تحديد دور المدرسة في تعزيز الممارسات البيئية الصحية للطلبة والتعرف على دور المدرسة في تعزيز ممارسات النظافة وتوضيح دور المدرسة في تعزيز ممارسات التغذية الصحية والتعرف على دور المدرسة في تعزيز التثقيف الصحي. كذلك التعرف على الاختلاف في درجة تعزيز المدرسة لممارسات الصحة العامة كنتيجة لعدة متغيرات. (الجنس- العمر- المديرية- تلقى تدريب له علاقة - عدد سنوات الخبرة)، وتقييم وجهة نظر الطلبة وأولياء الأمور (خاصة الأمهات) ومنظورهم بشأن دور المدرسة في تعزيز ممارسات الصحة العامة وتقديم بعض التوصيات التي من الممكن أن تساعد في تعزيز ممارسات الصحة العامة. وقد كانت المنهجية المستخدمة في هذا الدراسة تحتوي على مزيج من المنهج الكمي من خلال استخدام أداة الاستبانة المعبأة ذاتياً من قبل منسق الصحة المدرسية. والمنهج الكيفي من خلال مناقشة مجموعات بؤرية مع الطلبة والأمهات. وتتألف الدراسة من مئتين وخمسة من منسقي الصحة المدرسية الموجودين في المدارس الحكومية التابعة لخمس مديريات تربية وتعليم وهي (شمال غزة- غرب غزة- الوسطى- خانيونس- رفح)، كذلك تم تنفيذ المجموعات البؤرية في مدرستين تابعتين لمديريتي التربية والتعليم (شمال –شرق غزة). وقد شملت أداة الدراسة أربعة محاور رئيسية وهي: البيئة المدرسية- النظافة- التغذية- التثقيف الصحي. بينّت نتائج الدراسة أن أغلب منسقي الصحة المدرسية يوافقون على أن للمدرسة دوراً في تعزيز ممارسات الصحة العامة في المدارس الحكومية بوزن نسبى (78.90%) ومتوسط (3.94)، حيث كان محور التغذية في الترتيب الأول وذلك بوزن نسبى (81.36 %) ومتوسط (4.07)، يليه محور النظافة بوزن نسبى (79.54%) ومتوسط (3.98)، وفي الترتيب الثالث كان محور التثقيف الصحي بوزن نسبى (77.87%) ومتوسط (3.89)، وجاء في الترتيب الأخير محور البيئة بوزن نسبي (77.37 %) ومتوسط (3.87). كما بينت الدراسة أن هناك علاقة ذات دلالة إحصائية حول قيام المدرسة بدورها في تعزيز ممارسات الصحة العامة عند متغير الجنس ومتغير المديرية، حيث كانت لصالح الإناث، ومديرية غرب غزة على الترتيب. ولم يكن هناك دلالة إحصائية عند المتغيرات التالية (العمر- عدد سنوات الخبرة- تلقى التدريب ذو علاقة). بعد عرض النتائج نجد أن هناك حاجة ماسة إلى مزيد من الاهتمام بالبيئة المدرسية من خلال تفعيل الأندية البيئية وضرورة توفير احتياجات المدارس من أدوات النظافة وخاصة الصابون ومواد التعقيم والتنظيف، وللمدرسة دور مهم في متابعة نظافة الحمامات وصيانتها بشكل دوري. كذلك لا بد من الاهتمام بتوفير أغذية متنوعة تقدم للطلبة في المقصف المدرسي والتنسيق مع المؤسسات الداعمة لتقديم مشاريع تغذية تقدم خلالها الوجبات المفيدة صحياً للطلبة. أيضاً المدارس بحاجة إلى مزيد من اللقاءات التثقيفية والبرامج الصحية التوعوية التي تستهدف الطلبة وأولياء الأمور. أيضاً الطلبة بحاجة إلى مزيد من التثقيف الصحي حول خطورة السمنة على حياة الإنسان، وأهمية شرب المياه باستمرار وحوادث الطرق. كذلك وزارة التربية والتعليم بحاجة إلى مزيد من التركيز على التدريب البنّاء الذي يعود بالفائدة على منسقي الصحة المدرسية والطلبة. كل ذلك لابد أن يكون موجوداً في دليل عمل يتم إعداده من قبل المختصين يهدف إلى توضيح دور المدرسة والمجتمع في تعزيز الممارسات الصحية عند الطلبة. أخيراً الإدارة المدرسية وفريق الصحة المدرسية يجب أن يقوموا بتوجيه الطلبة والعاملين داخل المدرسة على مواقع الإنترنت ذات العلاقة بالصحة ومشاركة الطلبة في زراعة الأشتال داخل المدرسة.

Physical literacy in Swedish physical education and health (PEH): what is (im)possible in becoming and being physically literate (educated)?

ABSTRACT Physical literacy (PL) has gained considerable attention and traction in the field of health and physical education (HPE) for some time now and can thus be seen as part of the HPE discourse. However, just as advocacy for PL has grown exponentially over the last decade(s), so have the critical voices raised over the universal adoption of this concept in HPE curricula and practices. The aim of this paper is to illustrate how the influence and constitution of the concept of PL in the Swedish school subject physical education and health (PEH) curriculum and practice can be understood through a Bernsteinian lens. We argue that although the influence of the concept PL on current Swedish PEH practice to date has been limited, such an influence within a neoliberal context, risk (re)producing idealised and limited notions of what is (im)possible in becoming and being a physically literate (educated) individual in Swedish PEH and beyond. We conclude by calling for the recognition of the plurality of physical literacies in the (re)constitution of HPE/PEH practices underpinned by inclusion, diversity, equity and social justice.

School Nurses Matter: Relationship Between School Nurse Employment Policies and Chronic Health Condition Policies in U.S. School Districts.

The increasing prevalence of chronic health conditions (CHCs) in school-aged children highlights the need to better understand school health services' role regarding CHCs. Using U.S. nationally representative district-level data from the 2016 School Health Policies and Practices Study, we examined whether having policies on school nurses' employment was associated with having policies on CHCs and whether having such policies varied by geographic location. Compared to districts without such employment policies, districts with such policies (52.3%) were significantly more likely to have CHC management policies. For each CHC policy examined, more than 20% of school districts did not have the CHC policy, with Northeast districts having the greatest proportion of such policies and West districts having the least. Thus, many students' CHC needs may not be met at school. It is important for school nurses to play a key role in advocating for the development of school-based policies on CHCs.

Life Course Prevalence of Bullying among University Students in Mainland China: A Multi-university Study.

Little is known about the life course prevalence of bullying among university students. The current study examined the prevalence of bullying in different life periods among multi-university students. Our study included 4,034 university students from four types of universities. Participants self-reported four types of bullying (i.e., physical, verbal, relational, and cyber) with bullies and victims, and four periods (i.e., primary school or earlier, middle school, high school, and postsecondary education). Overall, the percentage of university students experiencing at least one type of bullying victimization (BV) and bullying perpetration (BP) during their lifetime was 59.7% and 31.6%, respectively; the percentage of the university students experiencing more than two types of BV and BP was 16.3% and 7.4%, respectively. The prevalence rates of each type of BV and BP were the highest in elementary school or earlier, and these rates decreased from elementary school or earlier to postsecondary education period. Four latent classes were identified for BV: low BV (73.8%), moderate BV (18.6%), secondary school BV (4.4%), and persistent BV (3.2%). Similarly, four classes for BP were identified: low BP (86.6%), primary school BP (8.1%), high school BP (1.5%), and persistent BP (3.8%). These findings may inform school health practice of bullying prevention by taking prevention programs, especially during elementary school or earlier period.

Prevalence of Concussion-Related Policies and Practices Among Public School Districts in the United States, 2012 and 2016.

Beginning in 2009, there was an increase in the number of states with laws addressing 3 different components of youth sports-related concussion prevention and management: concussion education, removal from play, and medical clearance requirements before allowing an athlete to return to play. Schools are an important setting to implement policies and practices related to concussions, as many youth participate in organized sports through school venues. To examine whether the prevalence of concussion-related policies and practices adopted by school districts changed from 2012 to 2016. This study used nationally representative data from the 2012 and 2016 School Health Policies and Practices Study to examine whether the prevalence of 4 concussion-related policies and practices changed during 2012 and 2016 and whether comprehensive policies changed during the same time frame. Comprehensive policies were defined as those that address removal from play after injury, medical clearance before returning to play, and concussion-related educational materials and sessions for parents and student athletes. Among school districts nationwide, the prevalence of each of the 4 concussion-related policies and practices significantly increased during 2012 and 2016. The prevalence of comprehensive policies significantly increased from 51.6% in 2012 to 66.7% in 2016. While these findings are promising, it is important to note that one-third of districts still lacked comprehensive policies in 2016 and only 71% of districts provided educational sessions in 2016. The findings in this study highlight improvements in school districts nationwide in adopting concussion-related policies and practices. Policies such as requiring educational sessions allow parents and student athletes to learn about concussions and understand the importance of reporting a concussion or concussion symptoms.

Alison E Mack

Alison Mack, who died aged 83,was a determined and enthusiastic innovator in improving the healthcare of women. This was matched only by her dedication to her family. Alison graduated MBChB in 1960, achieving a distinction in surgery in her finals examination. She gained experience in school health and general practice before she and the family accompanied her husband, Alistair, to Kenya, where he had been seconded to help establish …

Cumulative risk and mental health in Chinese adolescents: The moderating role of psychological capital

The current study examined the associations among cumulative risk, psychological capital and adolescents’ anxiety/depression and life satisfaction. Chinese adolescents ( N = 1473, grades 7 to 12, ages 12 to 18, 52.1% female) completed self-report cumulative risk, psychological capital, anxiety/depressive symptoms and life satisfaction questionnaires. Cumulative risk was associated with anxiety/depression and life satisfaction. Psychological capital demonstrated a compensatory effect on youth adjustment. Furthermore, a cost of resilience was observed in high-school students with high psychological capital, who showed compromised life satisfaction in conjunction with reduced anxiety/depression under circumstances of severe adversity. Psychological capital also buffered the impact of cumulative risk on anxiety/depressive symptoms in middle-school students; however, it did not moderate the relationship between cumulative risk and life satisfaction. Therefore, psychological capital cannot protect adolescents exposed to cumulative risk from the exacerbation of psychopathology and declining life satisfaction simultaneously, and a ‘toll’ exists as a byproduct of resilience in high-school students. Suggestions for school health practices were provided accordingly.

Hiring Requirements and Qualifications of School Food Authority Directors Changed in Some Districts After Implementation of US Department of Agriculture Professional Standards

BackgroundIn 2015, the US Department of Agriculture set minimum education and training requirements (ie, professional standards) to ensure that school nutrition professionals have the knowledge and experience to operate school meal programs. No study to date has examined whether hiring requirements and qualifications of school food authority (SFA) directors have changed since 2015. ObjectiveTo assess changes in hiring requirements and qualifications of SFA directors since the US Department of Agriculture professional standards were established, overall and by district size. DesignCross-sectional analysis of nationally representative district-level data from the 2012 and 2016 cycles of the School Health Policies and Practices Study. Participants/settingIn 2012, 660 sampled districts completed the School Health Policies and Practices Study Nutrition Services questionnaire. In 2016, 599 sampled districts completed the questionnaire. Main outcome measuresHiring requirements for newly hired SFA directors and reported qualifications of SFA directors. Statistical analyses performedDifferences in prevalence estimates from 2012 to 2016 for all districts and by district size were assessed with χ2 tests. ResultsSignificant increases were found for 3 hiring requirements: degree in nutrition or related field, registered dietitian credential, and food safety certification. Significant changes in 4 of the 5 reported qualifications were found including an increase in the percentage of district directors with a degree in nutrition or a related field and decreases in the percentage of directors with a School Nutrition Specialist credential from the School Nutrition Association, School Nutrition Association certifications, and certified dietary managers. Changes were found in small and medium districts, but not large districts. ConclusionsDistrict hiring requirements and SFA director qualifications have changed since the implementation of the US Department of Agriculture professional standards, including some differences by district size. Future research could identify challenges facing districts in hiring directors who have a degree in nutrition or related fields or who have specialized nutrition credentials or certificates (eg, registered dietitians).

Factors that Influence the Dissemination and Implementation of a School Health Policy

The policy on school health is ineffectively disseminated and poorly implemented in many contexts. The purpose of this study was to explore and describe the factors that influence the dissemination and implementation of a policy on school health in Bayelsa state in southern Nigeria. A qualitative approach (using an exploratory, descriptive and contextual research design) was used to achieve the aim of the study. Non-probability purposive sampling was used to select 24 participants for the study. Semi-structured individual interviews and an Olympus VN-7800 audio tape were used to collect data. The data were analysed concurrently using line-by-line the six inductive steps of a thematic analysis as well as Atlas ti version 8.0 to ensure consistency of the findings. The results show that bureaucracy, ineffective monitoring and evaluation, insufficient financial support, political interference, lack of equity of service delivery, poor working conditions, ineffective communication, and lack of knowledge and awareness are perceived as barriers to such a policy. Accessibility to policy documents, collaborative partnership, existing school health programmes, and competent and willing personnel are perceived as positive factors for the dissemination and implementation of such a policy. This study would contribute towards the improvement of school health and educational practices if the findings and recommendations are implemented appropriately.

Characteristics of Schools with Youth Sports Concussion-Related Educational Policies and Practices.

School policies and practices designed to educate athletes, parents, and coaches about youth sports concussions may be a way to reduce concussion risk and improve both the recognition and management of concussions. Nationally representative data from the 2014 School Health Policies and Practices Study (SHPPS) were used to assess associations between school demographic characteristics (eg, school level, metropolitan status, and school type) and school policies and practices addressing youth sports concussion-related education for athletes, parents, and coaches. Overall, many schools had policies and practices that addressed youth sports concussion-related education for athletes, parents, and coaches. There was significant variability in the adoption of policies and practices by some school demographic characteristics. Middle schools, private schools, and urban schools were less likely to adopt many of the policies and practices than high schools, public schools, and rural schools, respectively. For other school characteristics, no consistent patterns of associations emerged. These findings suggest that middle, private, and urban schools, in particular, are more likely to lack youth sports concussion-related educational policies and practices and may need information or resources about the importance of education related to preventing, recognizing, and responding to concussions.

Testing the "Zero-Sum Game" Hypothesis: An Examination of School Health Policies and Practices and Inequalities in Educational Outcomes.

ABSTRACTBACKGROUNDHealth and education are intrinsically linked, while both are significantly patterned by socioeconomic status throughout the life course. Nevertheless, the impact of promoting health via schools on education is seen by some as a “zero‐sum game”; ie, focusing resources on health improvement activity distracts schools from their core business of educating pupils, potentially compromising educational attainment. There is emerging evidence that school health improvement interventions may beneficially influence both health and attainment. However, few studies have examined the relationship between school health improvement activity and socioeconomic inequalities in educational attainment.METHODSWales‐wide, school‐level survey data on school health policies and practices was linked with routinely collected data on academic attainment. Primary outcomes included attendance and academic attainment at age 14 (Key Stage 3) and 16 (Key Stage 4). Linear regression models were constructed separately for high and low Free School Meal (FSM) schools, adjusting for confounders. Interaction terms were fitted to test whether there was an interaction between FSM, health improvement activity, and outcomes.RESULTSThere were positive associations between almost all school health variables and KS3 attainment among high, but not low FSM schools. Similarly, for attendance, there were positive associations of several health variables among high but not low FSM schools. There were no associations for KS4 attainment.CONCLUSIONSOur findings did not support the “zero‐sum game” hypothesis; in fact, among more deprived schools there was a tendency for better attendance and attainment at age 14 in schools with more embedded health improvement action.

Study Centre Sanitary Conditions and Its Impact on Health and Academic Outcomes of Distance Learners at University of Cape Coast.

This study examined the impact of Study Centre Sanitary and hygiene conditions and its impact on health and academic outcomes of Distance Learners at the University of Cape Coast (UCC). The major objective of the study was to find out how sanitary conditions at the host institutions used by the College of Distance Education (CoDE), as study centers for distance education (DE) delivery, impact on the health and academic status of distance education learners. Data was gathered using mainly self-developed and administered questionnaire. The simple random technique was used to select 300 DE learners from 10 study centers in the Ashanti Region of Ghana. Data was analyzed using descriptive and inferential statistics. Approval by the Institutional Research and Ethics Committee of the University of Cape Coast and informed consent from study participants were sought. The results of the study indicated that the state of sanitary conditions and general hygiene practices at CoDE study centres was poor, unmaintained, and inadequate in almost all study centres. This demonstrated that investment in school infrastructure was not given the due priority. The negative impact on the health status and academic outcomes of learners were due to inadequate sanitary facilities despite learners’ knowledge on good personal hygiene and sanitation practices. The study concluded that physical sanitary facilities at CoDE study centres within the study area were in a deplorable state and inadequate for the learner population in the host institutions. Gaps were identified in school management of resources and enforcement of school health, hygiene and sanitation practices. It was recommended that (CoDE-UCC) collaborates with host institutions to improve sanitation and hygiene practices at the study centres for the benefit of learners.

Characteristics Associated With School Health Services for the Management of Chronic Health Conditions.

It is unknown how health services staff (school nurse or school physician) or school characteristics are associated with the number of services provided for chronic health conditions in schools. Using data from the 2014 School Health Policies and Practices Study, four services (identification or school-based management, tracking, case management, and referrals) were analyzed using a multivariable ordered logistic regression. Approximately 57.2% of schools provided all four, 17.5% provided three, 10.1% provided two, 5.8% provided one, and 9.4% did not provide any such services. Schools with a school nurse were 51.5% (p < .001) more likely to provide all four, and schools with access to consult with a school physician were 15.4% (p < .05) more likely, compared to schools without one. Schools comprised of mostly racial/ethnic minority students (less than or equal to 50% non-Hispanic White) were 14.7% (p < .05) less likely to provide all four, compared to schools with greater than 50% White students.

High School Physical Activity and Nutrition Policy: Summarizing Changes Over Time Using Latent Class Analysis

High school physical activity and nutrition policies can substantially affect student behavior and outcomes. Although public health officials and legislators have advocated for policy improvements, the extent to which policies have changed at local levels is not well understood. This study identifies latent classes of physical activity and nutrition policy environments and explores changes in prevalence of these classes from 2000 to 2016. Data from the School Health Policies and Practices Study, a repeated cross-sectional survey from the Centers for Disease Control and Prevention administered at the school district level in 2000, 2006, 2012, and 2016, were analyzed in 2018. Using latent class analysis, policy environment subgroups were identified, described, and then dichotomized based on satisfaction in meeting recommendations. Associations of latent classes with year and urbanicity were evaluated using logistic regression. Five latent classes were identified each for physical activity and nutrition policy environments, all with distinct characteristics. Physical activity policies improved from 2000 to 2006 (p<0.001) and then plateaued until 2016, whereas nutrition policies improved consistently from 2000 to 2016 (p<0.001, p=0.011, p<0.001). Though significant disparities between urban and rural school districts were found, these disparities narrowed during the studied years, particularly for physical activity policies. The estimated proportion of school districts with satisfactory physical activity and nutrition policy environments increased from 2000 to 2016, possibly because of legislative and policy advocacy efforts. However, many areas for improvement remain. Unsatisfactory latent classes that remained prevalent though 2016 may highlight policy domains that should be targeted by future interventions or subject to further research.

Implementing evidence-based mental health practices in schools: Feasibility of a coaching strategy

PurposeMood and anxiety disorders affect 20–30 percent of school-age children, contributing to academic failure, substance abuse, and adult psychopathology, with immense social and economic impact. These disorders are treatable, but only a fraction of students in need have access to evidence-based treatment practices (EBPs). Access could be substantially increased if school professionals were trained to identify students at risk and deliver EBPs in the context of school-based support services. However, current training for school professionals is largely ineffective because it lacks follow-up supported practice, an essential element for producing lasting behavioral change. The paper aims to discuss these issues.Design/methodology/approachIn this pilot feasibility study, the authors explored whether a coaching-based implementation strategy could be used to integrate common elements of evidence-based cognitive behavioral therapy (CBT) into schools. The strategy incorporated didactic training in CBT for school professionals followed by coaching from an expert during co-facilitation of CBT groups offered to students.FindingsIn total, 17 school professionals in nine high schools with significant cultural and socioe-conomic diversity participated, serving 105 students. School professionals were assessed for changes in confidence in CBT delivery, frequency of generalized use of CBT skills and attitudes about the utility of CBT for the school setting. Students were assessed for symptom improvement. The school professionals showed increased confidence in, utilization of, and attitudes toward CBT. Student participants showed significant reductions in depression and anxiety symptoms pre- to post-group.Originality/valueThese findings support the feasibility and potential impact of a coaching-based implementation strategy for school settings, as well as student symptom improvement associated with receipt of school-delivered CBT.

Trauma-Sensitive Practice for New Teacher Standards: Addressing the Epidemic of Our Times

In response to provincial and national calls for whole school approaches, and in the hope to support new teacher competencies aimed at promoting mental health, this paper considers the changing dynamics within the current classroom through elements and implications of a participatory study conducted in an Alberta urban elementary school. Specifics from this research with young “girls,” who engaged in ritual, ceremony, arts-integrated, contemplative, and somatic practices, target the on-going conversation on mental health and best practices in schools. Images of and from their life-size body maps are imbedded into the discussion, promoting the inclusion of body-centred, emotional, and imaginal dynamics to be integrated throughout teaching and learning. The discussion calls for the conscious shift of teachers, counselors, and leaders into more integral and ecological paradigms that understand health through the multifold relations with others and the environment. This argument is supported by trauma literature that calls for affective embodied experience, greater inclusion of right hemispheric activities, relational ethics, and teacher professional learning. Keywords: trauma; mental health; whole school approaches; ritual; ceremony; contemplative, somatic, and arts-based methods; paradigm

Evaluation of a comprehensive school physical activity program: Be a Champion!

BackgroundComprehensive School Physical Activity Programs (CSPAPs) are widely supported to increase physical activity (PA) in schools, but little has been reported to inform a comprehensive evaluation effort. The purpose of this report is to describe a comprehensive evaluation and monitoring strategy for CSPAP implementation. MethodsThe System for Observing Staff Promotion of Activity and Nutrition (SOSPAN), System for Observing Student Movement in Academic Routines and Transitions (SOSMART), and System for Observing Play and Leisure Activity (SOPLAY) were employed to record student and staff behaviors (2642 total scans). To assess policies, practices, and environments, a CSPAP Policies and Practices questionnaire was used, which included components of the School Health Index, the School PA Policy Assessment, the School Environment and Policies Survey, and the School Health Policies and Practices Study. Youth PA (minutes/day) was assessed using accelerometers. ResultsWorking with school sites to ascertain the number of opportunities that are provided for PA and the amount of PA students engage in is challenging but feasible. The use of systematic observation, accelerometers, and questionnaires can provide a comprehensive representation of policies, practices, and behaviors to aid in establishing targeted PA action items. ConclusionsDeveloping an evaluation framework that was rigorous enough to assess the physical, social, and policy environment of a school in order to answer the overarching research questions of the study but flexible enough to be feasibly streamlined for utilization by a school implementation team proved to be challenging but possible.

Physical Education Policies in US Schools: Differences by School Characteristics.

We assessed the extent to which schools in the United States implement physical education policies identified in SHAPE America's Essential Components of Physical Education document and how implementation of these policies varies by school characteristics. School policy data were collected as part of the 2014 School Health Policies and Practices Study via computer-assisted personal interviews in a nationally representative sample of K-12 schools and were linked to extant data on school characteristics. Bivariate analyses and Poisson regression model were used to examine how physical education policies differed by school characteristics. Five physical education policies varied by region and 3 varied by school level. Requiring certified, licensed, or endorsed physical education teachers varied by all school characteristics except school level and percentage of students eligible for free or reduced-price lunch. The average number of physical education policies implemented by schools was 3.0. The number of policies varied by metropolitan status and school level. The findings suggest many schools are only implementing a few of the physical education policies that can strengthen their physical education programs. These findings can be used to target professional development and technical assistance for physical education practitioners on policy and implementation.