Gamble Abigail, Chatfield Sheryl L, Cormack Michael L, Hallam Jeffrey S
University of Mississippi Medical Center, 2500 North State Street, Jackson, MS 39216.
Kent State University, 750 Hilltop Drive, Kent, OH 44242.
J Sch Health. 2017 Jan;87(1):21-28. doi: 10.1111/josh.12464.
In recent decades, the alignment of health and education has been at the forefront of school reform. Whereas the establishment of national in-school physical activity (ISPA) recommendations and state-level mandates demonstrates success, there has been less achievement in areas that address health disparities. The purpose of this investigation was to explore barriers and facilitators to implementing state-mandated ISPA policies in the Mississippi Delta.
Focus groups or interviews were conducted with district administrators, school principals, teachers, and students. A total of 2 semistructured moderator guides were developed to focus on (1) student ISPA practices and preferences and (2) facilitators and barriers to implementing ISPA policies and practices.
A total of 6 themes were developed. In that, 2 themes addressed participant-described barriers (primary challenges and interferences and excuses). Three themes highlighted participant-described facilitators (compromises, things that work, and being active at school). Finally, 1 theme encompassed the participant-described need to address educating the whole child.
There is a critical need for meaningful and relevant solutions to circumvent challenges to implementing ISPA policies and practices in the Mississippi Delta. The Whole School, Whole Community, Whole Child model offers a broad means of visualizing rural, low-income, racially concentrated schools to circumvent challenges and foster ISPA policies and practices.
近几十年来，健康与教育的结合一直是学校改革的前沿。虽然国家校内体育活动（ISPA）建议的制定和州级授权已取得成功，但在解决健康差距的领域取得的成果较少。本调查的目的是探讨在密西西比三角洲实施州级强制ISPA政策的障碍和促进因素。
对学区管理人员、学校校长、教师和学生进行了焦点小组讨论或访谈。共制定了2份半结构化主持人指南，重点关注（1）学生的ISPA实践和偏好，以及（2）实施ISPA政策和实践的促进因素和障碍。
共形成了6个主题。其中，2个主题涉及参与者描述的障碍（主要挑战、干扰和借口）。3个主题突出了参与者描述的促进因素（妥协、有效的措施和在学校积极活动）。最后，1个主题涵盖了参与者描述的需要关注对孩子的全面教育。
迫切需要有意义且相关的解决方案来规避在密西西比三角洲实施ISPA政策和实践所面临的挑战。“全学校、全社区、全儿童”模式提供了一种广泛的方式，来设想农村、低收入、种族集中的学校，以规避挑战并促进ISPA政策和实践。
