Carlson Jordan A, Engelberg Jessa K, Cain Kelli L, Conway Terry L, Geremia Carrie, Bonilla Edith, Kerner Jon, Sallis James F
Center for Children's Healthy Lifestyles and Nutrition, Children's Mercy Hospital, 610 E. 22nd Street, Kansas City, MO, 64108, USA.
Family Medicine and Public Health, University of California, San Diego, San Diego, CA, 92103, USA.
Transl Behav Med. 2017 Sep;7(3):581-592. doi: 10.1007/s13142-017-0509-x.
Brief structured physical activity in the classroom is effective for increasing student physical activity. The present study investigated the association between implementation-related contextual factors and intervention implementation after adoption of a structured classroom physical activity intervention. Six elementary-school districts adopted structured classroom physical activity programs in 2013-2014. Implementation contextual factors and intervention implementation (structured physical activity provided in past week or month, yes/no) were assessed using surveys of 337 classroom teachers from 24 schools. Mixed-effects models accounted for the nested design. Availability of resources (yes/no, ORs = 1.91-2.93) and implementation climate z-scores (ORs = 1.36-1.47) were consistently associated with implementation. Teacher-perceived classroom behavior benefits (OR = 1.29) but not student enjoyment or health benefits, and time (OR = 2.32) and academic (OR = 1.63) barriers but not student cooperation barriers were associated with implementation (all z-scores). Four implementation contextual factor composites had an additive association with implementation (OR = 1.64 for each additional favorable composite). Training and technical assistance alone may not support a large proportion of teachers to implement structured classroom physical activity. In addition to lack of time and interference with academic lessons, school climate related to whether administrators and other teachers were supportive of the intervention were key factors explaining whether teachers implemented the intervention. Evidence-based implementation strategies are needed for effectively communicating the benefits of classroom physical activity on student behavior and improving teacher and administrator climate/attitudes around classroom physical activity.
课堂上简短的结构化体育活动对于增加学生的体育活动量是有效的。本研究调查了结构化课堂体育活动干预措施采用后，与实施相关的背景因素和干预实施之间的关联。2013 - 2014年，六个小学学区采用了结构化课堂体育活动项目。通过对来自24所学校的337名课堂教师进行调查，评估实施背景因素和干预实施情况（过去一周或一个月内是否提供了结构化体育活动）。混合效应模型考虑了嵌套设计。资源可用性（是/否，比值比 = 1.91 - 2.93）和实施氛围z分数（比值比 = 1.36 - 1.47）始终与实施相关。教师感知到的课堂行为益处（比值比 = 1.29），但学生的愉悦感或健康益处与之无关，时间（比值比 = 2.32）和学业（比值比 = 1.63）障碍而非学生合作障碍与实施相关（所有z分数）。四个实施背景因素组合与实施存在累加关联（每增加一个有利组合，比值比 = 1.64）。仅培训和技术援助可能无法支持很大比例的教师实施结构化课堂体育活动。除了时间不足和对学业课程的干扰外，与管理人员和其他教师是否支持干预措施相关的学校氛围是解释教师是否实施干预措施的关键因素。需要基于证据的实施策略，以有效传达课堂体育活动对学生行为的益处，并改善教师和管理人员围绕课堂体育活动的氛围/态度。
