Carson Russell L, Kuhn Ann Pulling, Moore Justin B, Castelli Darla M, Beighle Aaron, Hodgin Katie L, Dauenhauer Brian
Louisiana State University, School of Kinesiology, 112 Long Fieldhouse, Baton Rouge, LA 70803, USA.
University of Northern Colorado Active Schools Institute, School of Sport and Exercise Science, Gunter Hall, Box 39, Greeley, CO 80639, USA.
Prev Med Rep. 2020 May 5;19:101109. doi: 10.1016/j.pmedr.2020.101109. eCollection 2020 Sep.
The purpose of this study was to conduct an implementation monitoring evaluation of a yearlong comprehensive school physical activity program (CSPAP) professional development program across eight multi-state physical education (PE) teacher cohorts. Mixed-method data were collected during a three-year implementation period via workshop attendance sheets and evaluations, post-workshop implementation plans and artifacts, and follow-up phone interviews to enumerate and evaluate the program's process of recruitment, reach, dose delivered, dose received, fidelity, and context. Recruitment strategies reached a total of 234 PE teacher attendees across eight workshops, with 77 PE teachers (primarily female, elementary, public school teachers) completing all program requirements. Facilitators among full program completers were participation incentives and network opportunities, while common inhibitors were difficulty with online technology and perceptions of added workload. Completers submitted implementation plans with at least three action steps, ranging from 4 to 7 months to accomplish, that predominately commenced with securing administration approval as the first step (81%), focused on implementing student physical activity initiatives beyond PE (76%), and evidenced with mostly picture artifacts (78%). Implementation was facilitated by the presence of multilevel support at school and an elevated image of PE and PE teachers at school, and was inhibited by scheduling constraints, unrealistic planning, and conflicting perceptions of physical activity and PE. Overall, this evaluation reveals unique perspectives of PE teachers regarding schoolwide PA promotion and informs future efforts to target and effectively support CSPAP leaders.
本研究的目的是对一项为期一年的综合学校体育活动计划（CSPAP）专业发展计划进行实施监测评估，该计划面向八个多州体育（PE）教师群体。在三年的实施期内，通过工作坊出勤表和评估、工作坊后的实施计划及成果，以及后续电话访谈收集了混合方法数据，以列举和评估该计划的招募、覆盖范围、提供的剂量、接受的剂量、保真度和背景情况。招募策略在八个工作坊中共吸引了234名体育教师参加，其中77名体育教师（主要为女性、小学公立学校教师）完成了所有计划要求。完成整个计划的教师参与的促进因素是参与激励和网络机会，而常见的阻碍因素是在线技术困难和对工作量增加的看法。完成者提交了至少包含三个行动步骤的实施计划，完成时间为4至7个月，其中大部分以获得行政批准作为第一步（81%），重点是在体育课之外实施学生体育活动倡议（76%），且大多以图片成果为证（78%）。学校的多层次支持以及体育和体育教师在学校中形象的提升促进了实施，而时间安排限制、不切实际的规划以及对体育活动和体育课的相互矛盾的看法则阻碍了实施。总体而言，本次评估揭示了体育教师在全校推广体育活动方面的独特观点，并为未来针对和有效支持CSPAP领导者的工作提供了参考。
