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Differences in psychosocial constructs among elementary school staff that implement physical activity programs: a step in designing implementation strategies.在实施体育活动计划的小学教职员工中，心理社会结构的差异：设计实施策略的一步。
Transl Behav Med. 2022 Feb 16;12(2):237-242. doi: 10.1093/tbm/ibab120.
2
The relation between individual-level factors and the implementation of classroom-based physical activity approaches among elementary school teachers.小学教师个人层面因素与基于课堂的体育活动方法实施之间的关系。
Transl Behav Med. 2021 Apr 7;11(3):745-753. doi: 10.1093/tbm/ibaa133.
3
Y-PATHS: A Conceptual Framework for Classifying the Timing, How, and Setting of Youth Physical Activity.Y-PATHS：一种用于分类青少年身体活动时间、方式和环境的概念框架。
J Phys Act Health. 2021 Mar 1;18(3):310-317. doi: 10.1123/jpah.2020-0603. Epub 2021 Feb 13.
4
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Adapting a Compilation of Implementation Strategies to Advance School-Based Implementation Research and Practice.改编实施策略汇编以推进基于学校的实施研究和实践。
Prev Sci. 2019 Aug;20(6):914-935. doi: 10.1007/s11121-019-01017-1.
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Choosing implementation strategies to address contextual barriers: diversity in recommendations and future directions.选择实施策略以解决背景障碍：建议的多样性和未来方向。
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An evaluation of the coverage of theoretically based implementation factors in disseminated classroom physical activity programs.评估理论基础实施因素在普及课堂体育活动项目中的覆盖范围。
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了解支持小学课堂体育活动方法的实施策略：一项定性研究。

Understanding implementation strategies to support classroom-based physical activity approaches in elementary schools: A qualitative study.

作者信息

Walker Timothy J, Szeszulski Jacob, Robertson Michael C, Cuccaro Paula M, Fernandez Maria E

机构信息

University of Texas Health Science Center at Houston School of Public Health, Department of Health Promotion & Behavioral Sciences, Center for Health Promotion and Prevention Research, 7000 Fannin St., Houston, TX 77030, USA.

University of Texas Health Science Center at Houston School of Public Health, Department of Health Promotion & Behavioral Sciences, Center for Health Promotion and Prevention Research, 7000 Fannin St., Houston, TX 77030, USA; MD Anderson Cancer Center, Center for Energy Balance, Department of Behavioral Science, Houston, TX 77030, USA.

出版信息

Eval Program Plann. 2022 Jun;92:102051. doi: 10.1016/j.evalprogplan.2022.102051. Epub 2022 Feb 12.

DOI:10.1016/j.evalprogplan.2022.102051
PMID:35240403
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC9177707/
Abstract

BACKGROUND

Classroom-based physical activity approaches can improve children's physical activity levels during school. However, the implementation of these approaches remains a challenge. The purpose of this study was to examine implementation strategies to support the delivery of classroom-based physical activity approaches from the perspectives of elementary school staff.

METHODS

We conducted individual interviews with elementary school staff from a mid-sized school district in Texas. Interviews lasted approximately 60 min and were audio recorded and transcribed for analyses. We used directed content analysis and an iterative categorization approach to identify emerging themes related to implementation strategies.

RESULTS

We interviewed 15 participants (4 classroom teachers, 4 physical education teachers, 3 assistant principals, and 4 principals) about implementation strategies supporting classroom-based physical activity approaches. Four prominent themes related to implementation strategies emerged: 1) the role of program champions, 2) the use and function of staff training, 3) the importance of strategic planning, and 4) the use of positive reinforcements to support implementation.

CONCLUSIONS

Results highlight the need for multiple implementation strategies to support the delivery of classroom-based physical activity approaches. Results also highlight potential mechanisms through which the implementation strategies operate. This information is valuable to future planning efforts for classroom-based physical activity approaches.

摘要

背景

基于课堂的体育活动方法可以提高儿童在学校期间的身体活动水平。然而，实施这些方法仍然是一项挑战。本研究的目的是从小学工作人员的角度探讨支持实施基于课堂的体育活动方法的策略。

方法

我们对德克萨斯州一个中等规模学区的小学工作人员进行了个人访谈。访谈持续约60分钟，进行了录音并转录以供分析。我们使用定向内容分析和迭代分类方法来确定与实施策略相关的新出现的主题。

结果

我们就支持基于课堂的体育活动方法的实施策略采访了15名参与者（4名课堂教师、4名体育教师、3名助理校长和4名校长）。出现了与实施策略相关的四个突出主题：1）项目倡导者的作用，2）工作人员培训的使用和功能，3）战略规划的重要性，4）使用积极强化措施来支持实施。

结论

结果强调需要多种实施策略来支持基于课堂的体育活动方法的实施。结果还突出了实施策略发挥作用的潜在机制。这些信息对未来基于课堂的体育活动方法的规划工作很有价值。