Hunter New England Population Health, Hunter New England Area Health Service, Newcastle, Locked Bag No. 10, Wallsend, NSW 2287, Australia; School of Medicine and Public Health, The University of Newcastle, University Drive, Callaghan, NSW 2308, Australia; Priority Research Centre for Health Behaviour, The University of Newcastle, University Drive, Callaghan, NSW 2308, Australia; Hunter Medical Research Institute, 1/Kookaburra Circuit, New Lambton Heights, NSW 2305, Australia.
Hunter New England Population Health, Hunter New England Area Health Service, Newcastle, Locked Bag No. 10, Wallsend, NSW 2287, Australia.
Prev Med. 2018 Feb;107:45-53. doi: 10.1016/j.ypmed.2017.11.012. Epub 2017 Nov 16.
Research consistently indicates that schools fail to implement mandatory physical activity policies. This review aimed to describe factors (barriers and facilitators) that may influence the implementation of school physical activity policies which specify the time or intensity that physical activity should be implemented and to map these factors to a theoretical framework. A systematic search was undertaken in six databases for quantitative or qualitative studies published between 1995-March 2016 that examined teachers', principals' or school administrators' reported barriers and/or facilitators to implementing mandated school physical activity policies. Two independent reviewers screened texts, extracted and coded data from identified articles using the Theoretical Domains Framework (TDF). Of the 10,346 articles identified, 17 studies met the inclusion criteria (8 quantitative, 9 qualitative). Barriers and facilitators identified in qualitative studies covered 9 and 10 TDF domains respectively. Barriers and facilitators reported in quantitative studies covered 8 TDF domains each. The most common domains identified were: 'environmental context and resources' (e.g., availability of equipment, time or staff), 'goals' (e.g., the perceived priority of the policy in the school), 'social influences' (e.g., support from school boards), and 'skills' (e.g., teachers' ability to implement the policy). Implementation support strategies that target these factors may represent promising means to improve implementation of physical activity policies and increase physical activity among school-aged children. Future studies assessing factors that influence school implementation of physical activity policies would benefit from using a comprehensive framework to help identify if any domains have been overlooked in the current literature.
This review was prospectively registered with PROSPERO (CRD42016051649) on the 8th December 2016.
描述可能影响强制性学校体育活动政策实施的因素（障碍和促进因素），这些政策规定了体育活动应实施的时间或强度，并将这些因素映射到一个理论框架中。
在六个数据库中系统地检索了 1995 年至 2016 年 3 月期间发表的定量或定性研究，这些研究检查了教师、校长或学校管理人员报告的实施强制性学校体育活动政策的障碍和/或促进因素。两位独立的审查员使用理论领域框架（TDF）筛选文本、提取和编码从确定的文章中提取的数据。在确定的 10346 篇文章中，有 17 项研究符合纳入标准（8 项定量，9 项定性）。定性研究中确定的障碍和促进因素分别涵盖了 TDF 的 9 个和 10 个领域。定量研究中报告的障碍和促进因素涵盖了每个 TDF 领域的 8 个。确定的最常见领域包括：“环境背景和资源”（例如，设备、时间或人员的可用性）、“目标”（例如，政策在学校中的优先程度）、“社会影响”（例如，学校董事会的支持）和“技能”（例如，教师实施政策的能力）。针对这些因素的实施支持策略可能是改善体育活动政策实施和增加学龄儿童体育活动的有希望的手段。未来评估影响学校实施体育活动政策的因素的研究将受益于使用全面的框架来帮助确定当前文献中是否忽略了任何领域。
这项研究于 2016 年 12 月 8 日在 PROSPERO（CRD42016051649）上进行了前瞻性注册。
