2023 Research

Identifying opportunity, capability and motivation of Sri Lankan 5th grade schoolteachers to implement in-classroom physical activity breaks: A qualitative study

• BACKGROUND: Classroom-based physical activity interventions have demonstrated positive effects in reducing sedentary behaviour among school children. However, this is an understudied area, especially in low- and middle-income countries such as Sri Lanka. This study aims to explore teachers’ opportunity, capability and motivation relating to the implementation of an in-classroom physical activity breaks programme.
• METHODS: Twenty-seven teachers were recruited through snowball sampling and participated in semi-structured telephone interviews from early-January to the mid-June 2022. The Capability, Opportunity, and Motivation Behaviour (COM-B) model was used to guide and deductively thematic analyse the interviews.
• RESULTS: 21 out of the recruited teachers responded to the full study. The mean age of respondents was 39.24 years old ranging from 27 years to 53 years. Teaching experience of the respondents ranged from three to 37 years, and 57% were female. Three teachers had a degree with a teacher training diploma, while others were having General Certificate of Education in Advanced Level with a teacher training diploma as the highest education qualification. Capability factors such as age, dress code, mask wearing, knowledge, skills and workload of the teachers were identified as important factors in implementing a physical activity breaks intervention in a Sri Lankan classroom setting. Classroom space, facilities, student backgrounds and safety were identified as opportunity factors. Obtaining policy level decisions to implement the activity breaks and managing the time of the activities to reduce time lost in education time were identified as motivational factors.
• CONCLUSION: During the intervention development phase, implementation facilitators and barriers must be considered carefully. Behaviour change techniques can be utilised to address the identified COM-B factors to ensure a good implementation of the intervention.
• CITATION: Peiris, D. L. I. H. K., Duan, Y., Vandelanotte, C., Liang, W., & Baker, J. S. (2023). Identifying opportunity, capability and motivation of Sri Lankan 5th grade schoolteachers to implement in-classroom physical activity breaks: A qualitative study. PLOS ONE, 18(7), e0288916. https://doi.org/10.1371/journal.pone.0288916

Promoting physical activity and academic achievement through physically active learning: Qualitative perspectives of co-design and implementation processes

• ABSTRACT: This article discussed the issue of low PA levels among school-aged children and highlights the promising approach of school-based interventions, including physically active learning (PAL), to increase PA levels. The study aimed to co-design and to assess the implementation of a PAL program for 8 weeks in 4 elementary classrooms (82 students and 7 teachers), emphasizing the potential of integrating PA with academic learning and the importance of co-designing programs with teachers to maximize their effectiveness. Technology was found to support PAL practices in promoting PA and academic achievement. The study underscores the need for further research to explore the societal implications of PAL programs, including their potential to improve the health and well-being of children while promoting positive academic outcomes.
• CITATION: Simard, L., Bouchard, J., Lavallière, M., & Chevrette, T. (2023). Promoting physical activity and academic achievement through physically active learning: Qualitative perspectives of co-design and implementation processes. PLoS ONE, 18(11), e0294422. https://doi.org/10.1371/journal.pone.0294422

SECTION 2: Other Relevant Research

Individual and contextual factors associated with classroom teachers’ intentions to implement classroom physical activity

• ABSTRACT: Classroom-based physical activity (CPA) is an evidence-based practice that improves student physical activity outcomes, but national data suggest implementation is insufficient in US classrooms. The purpose of this study was to examine individual and contextual factors associated with elementary school teachers’ intentions to implement CPA. We collected input survey data from 181 classroom teachers (10 schools; 98.4% participation among eligible teachers) across three separate cohorts to examine associations between individual and contextual constructs and future CPA implementation intentions. Data were analyzed using multilevel logistic regression. Individual-level characteristics of perceived autonomy for using CPA, perceived relative advantage/compatibility of CPA, and general openness to educational innovations were positively associated with intentions to implement CPA (p < 0.05). Teacher perceptions of contextual factors such as administrator support for CPA were also associated with implementation intentions. This study adds to prior evidence about the importance of theoretically determined constructs for understanding behavioral intentions among front-line implementers such as classroom teachers. Additional research is needed to evaluate interventions designed to change malleable factors, including teachers’ perceptions, as well as changing school environments so that teachers perceive more autonomy to use CPA and have the training and resources that build skills for implementation.
• CITATION: McLoughlin, G. M., Calvert, H. G., & Turner, L. (2023). Individual and contextual factors associated with classroom teachers’ intentions to implement classroom physical activity. International Journal of Environmental Research and Public Health, 20(4), Article 4. https://doi.org/10.3390/ijerph20043646

Elementary school staff perspectives on the implementation of physical activity approaches in practice: an exploratory sequential mixed methods study

• ABSTRACT: A whole-of-school approach is best to promote physical activity before, during, and after school. However, multicomponent programming is often complex and difficult to deliver in school settings. There is a need to better understand how components of a whole-of-school approach are implemented in practice. The objectives of this mixed methods study were to: 1) qualitatively explore physical activity approaches and their implementation in elementary schools, 2) quantitatively assess implementation levels, and 3) examine associations between school-level physical activity promotion and academic ratings.We used an exploratory sequential mixed methods design. We conducted semistructured qualitative interviews with elementary school staff from a Texas school district and used a directed content analysis to explore physical activity approaches and their implementation. Using qualitative findings, we designed a survey to quantitatively examine the implementation of physical activity approaches, which we distributed to elementary staff district wide. We used Pearson correlation coefficients to examine the association between the amount of physical activity opportunities present in individual schools and school-level academic ratings.We completed 15 interviews (7 principals/assistant principals, 4 physical educators, and 4 classroom teachers). Elementary school teachers and staff indicated PE and recess implementation was driven from the top-down by state and district policies, while implementation of classroom-based approaches, before and after school programming, and active transport were largely driven from the bottom-up by teachers and school leaders. Teachers and staff also discussed implementation challenges across approaches. Survey respondents (n=247 from 22 schools) indicated 54.6% of schools were implementing ≥135 minutes/week of Physical Education and 72.7% were implementing 30 minutes/day of recess. Classroom-based approaches were less common. Twenty-four percent of schools reported accessible before school programs, 72.7% reported accessible after school programs, and 27% promoted active transport. There was a direct association between the number of physical activity opportunities provided and school level academic ratings r(22)=0.53, p=0.01.
• CONCLUSIONS: Schools provided physical activity opportunities consistent with a whole-of-school approach, although there was variability between schools and implementation challenges were present. Leveraging existing school assets while providing school-specific implementation strategies may be most beneficial for supporting successful physical activity promotion in elementary schools.
• CITATION: Walker, T. J., Pfledderer, C. D., Craig, D. W., Robertson, M. C., Heredia, N. I., & Bartholomew, J. (2023). Elementary school staff perspectives on the implementation of physical activity approaches in practice: an exploratory sequential mixed methods study. Frontiers in Public Health, 11. https://doi.org/10.3389/fpubh.2023.1193442