Bourke Matthew, Hilland Toni A, Craike Melinda
Institute for Health and Sport (IHES), Victoria University, Melbourne, Victoria, Australia.
School of Education, College of Design and Social Context, RMIT, Melbourne, Victoria, Australia.
Transl Behav Med. 2020 Dec 31;10(6):1559-1565. doi: 10.1093/tbm/ibz126.
The health benefits of classroom-based physical activity programs may only be sustained if programs are continually implemented over time. Despite the importance of instituting physical activity programs to ensure their continued implementation, little is known about factors associated with institutionalization of programs at a school level. The purpose of this study is to examine how school context, principal characteristics, and program attributes are associated with the institutionalization of Bluearth Foundation's Active Schools program in Australian elementary schools. Current principals from schools who participated in the Active Schools program between 2015 and 2017 reported the level of institutionalization of the program, school context, principal characteristics, and perceived attributes of the program. Univariate associations were calculated using Pearson's correlation coefficient, independent sample t-tests and one-way ANOVA. Linear regression using backward deletion was used to calculate significant or marginally significant (p < .1) multivariate associations. Thirty of the 211 eligible principals participated in the study. School capacity (r = .617, p < .001); perceived student behavioral (r = .577, p < .001), health (r = .499, p < .001), and enjoyment benefits (r = .529, p < .001), relative advantage (r = .417, p = .022), observability (r = .385, p = .036), and having the program delivered by a Bluearth coach at the time of the study (η 2 = .426, p < .001) all had a significant positive univariate association with institutionalization. School capacity (β = 1.802, p = .001), observability (β = 0.902, p = .061), and having the program delivered by a Bluearth coach at the time of the study (β = 2.580, p = .003) remained significant in the final multivariate model. Results suggest that schools that have someone who can provide support implementing a program are more likely to institute the program into policies and practices. It is also important that school administrators have the tools to evaluate the benefits of physical activity programs and to perceive them as being beneficial for their students. However, schools may struggle to institutionalize physical activity programs after formal program delivery has concluded.
只有随着时间的推移持续实施基于课堂的体育活动计划，其对健康的益处才可能得以维持。尽管制定体育活动计划以确保其持续实施很重要，但对于学校层面计划制度化的相关因素却知之甚少。本研究的目的是探讨学校环境、校长特征和计划属性如何与澳大利亚小学中蓝地球基金会的“活力学校”计划的制度化相关联。2015年至2017年间参与“活力学校”计划的学校的现任校长报告了该计划的制度化水平、学校环境、校长特征以及对该计划的感知属性。使用Pearson相关系数、独立样本t检验和单因素方差分析计算单变量关联。使用向后删除法的线性回归用于计算显著或边缘显著（p < 0.1）的多变量关联。211名符合条件的校长中有30名参与了该研究。学校能力（r = 0.617，p < 0.001）；感知到的学生行为（r = 0.577，p < 0.001）、健康（r = 0.499，p < 0.001）和享受益处（r = 0.529，p < 0.001）、相对优势（r = 0.417，p = 0.022）、可观察性（r = 0.385，p = 0.036）以及在研究时由蓝地球教练实施该计划（η² = 0.426，p < 0.001）均与制度化存在显著的正单变量关联。学校能力（β = 1.802，p = 0.001）、可观察性（β = 0.902，p = 0.061）以及在研究时由蓝地球教练实施该计划（β = 2.580，p = 0.003）在最终的多变量模型中仍然显著。结果表明，有能够提供支持以实施计划的人员的学校更有可能将该计划纳入政策和实践中。学校管理人员拥有评估体育活动计划益处并将其视为对学生有益的工具也很重要。然而，在正式计划实施结束后，学校可能难以将体育活动计划制度化。
