An evaluation of the coverage of theoretically based implementation factors in disseminated classroom physical activity programs
AuthorCalvert, Hannah G
Lane, Hannah G
Bejarano, Carolina M
Carlson, Jordan A
JournalTranslational Behavioral Medicine
PublisherOxford University Press
MetadataShow full item record
AbstractClassroom-based physical activity (CBPA) is increasingly recommended as a method to support children's physical activity, health, and academic performance. Many adoption-ready programs exist to aid in the implementation of CBPA in schools; yet, implementation rates remain low. The purpose of this study was to evaluate the extent to which resources provided by adoption-ready CBPA programs addressed theory-based implementation contextual factors to support implementation. Existing CBPA programs (N = 37) were identified through Internet searches and all materials (e.g., implementation guides) provided by each program were coded for their inclusion of 51 implementation factors based on the Consolidated Framework for Implementation Research (CFIR). Analyses were conducted to compare inclusion of implementation factors across CFIR Domains and by three program groupings: free (yes/no), research evidence (yes/no), and targeted to teacher only (vs. school). Programs covered a mean of 25.9 per cent (SD = 18.7 per cent) of the 14 Inner Setting implementation factors, 34.2 per cent (SD = 18.0 per cent) of the 6 Characteristics of Individuals implementation factors, and 34.8 per cent (SD = 24.3 per cent) of the 8 Process implementation factors. Programs with research evidence covered more implementation factors than programs without research evidence (43.7 vs. 25.9 per cent; p < .05). Although numerous adoption-ready CBPA programs are available and have many strengths, their inclusion of theory-based factors that support or inhibit implementation is generally low. Consideration of such factors, including organizational climate and teacher-level behavior change, is likely critical to supporting ongoing school-wide implementation of CBPA. Research is needed to develop and test effective strategies for addressing these factors to support more widespread CBPA implementation. © The Author(s) 2018. Published by Oxford University Press on behalf of the Society of Behavioral Medicine.
Rights/Terms© The Author(s) 2018. Published by Oxford University Press on behalf of the Society of Behavioral Medicine.
Identifier to cite or link to this itemhttp://hdl.handle.net/10713/13938
- Association of Teacher-Level Factors With Implementation of Classroom-Based Physical Activity Breaks.
- Authors: Abi Nader P, Hilberg E, Schuna JM Jr, John DH, Gunter KB
- Issue date: 2019 Jun
- Contextual factors related to implementation of classroom physical activity breaks.
- Authors: Carlson JA, Engelberg JK, Cain KL, Conway TL, Geremia C, Bonilla E, Kerner J, Sallis JF
- Issue date: 2017 Sep
- Teacher-Level Factors, Classroom Physical Activity Opportunities, and Children's Physical Activity Levels.
- Authors: Abi Nader P, Hilberg E, Schuna JM, John DH, Gunter KB
- Issue date: 2018 Sep 1
- The FLEX study school-based physical activity programs - measurement and evaluation of implementation.
- Authors: Wright CM, Chomitz VR, Duquesnay PJ, Amin SA, Economos CD, Sacheck JM
- Issue date: 2019 Jan 16
- Evaluating the implementation of the SWITCH® school wellness intervention and capacity-building process through multiple methods.
- Authors: McLoughlin GM, Candal P, Vazou S, Lee JA, Dzewaltowski DA, Rosenkranz RR, Lanningham-Foster L, Gentile DA, Liechty L, Chen S, Welk GJ
- Issue date: 2020 Dec 11