School of Medicine and Public Health, The University of Newcastle, 1 University Drive, Callaghan, NSW, 2308, Australia.
Hunter New England Population Health, Hunter New England Local Health District, Locked Bag No. 10, Wallsend, NSW, 2287, Australia.
BMC Public Health. 2022 Jul 23;22(1):1408. doi: 10.1186/s12889-022-13732-6.
We aimed to: (1) identify school-level factors associated with the sustainment of weekly physical activity (PA) scheduled in elementary schools following withdrawal of effective implementation support; and (2) determine teacher's perceived usefulness of suggested strategies for sustaining the scheduling of weekly PA.
A secondary exploratory analysis was employed of data from the intervention arm (n = 31 schools) of a randomised controlled trial. Self-report survey data from 134 classroom teachers in New South Wales, Australia, collected following withdrawal of initial implementation support (follow-up T1) and six-months following completion of support (follow-up T2) were used. The outcomes of sustainment of weekly overall PA and energisers (short classroom PA breaks) scheduled were measured via teachers' completion of a daily activity logbook, with results presented as the difference in mean minutes of PA and energisers scheduled at T1 and T2. An adapted version of the Program Sustainability Assessment Tool (PSAT) was used to measure capacity for program sustainability across seven key domains at follow-up T2. Linear mixed regressions were conducted to evaluate associations between school-level sociodemographic characteristics (e.g., school size, remoteness, and type), teacher-reported school factors (i.e., seven adapted PSAT domains) and the sustainment of PA and energisers scheduled across the school week. Perceived usefulness of 14 proposed sustainability strategies was measured via the teacher survey at follow-up T2 and reported descriptively.
No school-level factor was statistically associated with the sustainment of overall weekly PA or energisers scheduled. Teacher-reported factors in two PSAT domains - 'strategic planning' and 'program evaluation' were statistically negatively associated with the sustainment of weekly energisers scheduled (- 6.74, 95% CI: - 13.02; - 0.47, p = 0.036 and - 6.65, 95% CI: - 12.17; - 1.12, p = 0.019 respectively). The proposed support sustainability strategy - 'provision of PA equipment packs that enable energisers or integrated lessons' was perceived useful by the most teachers (85%).
Further research is required to explore additional contextual-specific, and end-user appropriate factors associated with schools' sustainment of weekly PA scheduled. This will help accurately inform the development of strategies to address these determinants and support the sustainment and long-term benefits of school-based health interventions more broadly.
我们旨在：（1）确定与小学在有效实施支持撤出后维持每周体育活动（PA）计划相关的学校层面因素；（2）确定教师对维持每周 PA 计划的建议策略的感知有用性。
对一项随机对照试验干预组（n=31 所学校）的数据进行了二次探索性分析。使用了来自澳大利亚新南威尔士州 134 名课堂教师的自我报告调查数据，这些数据是在初始实施支持撤出后（随访 T1）和支持完成后六个月（随访 T2）收集的。通过教师填写每日活动日志来衡量每周整体 PA 和活力活动（短暂的课堂课间休息）的维持情况，结果以 T1 和 T2 时计划的 PA 和活力活动的平均分钟数差异表示。使用改编的计划可持续性评估工具（PSAT）来衡量七个关键领域的计划可持续性能力。在随访 T2 时，进行线性混合回归以评估学校层面社会人口统计学特征（例如，学校规模、偏远程度和类型）、教师报告的学校因素（即七个改编后的 PSAT 领域）与整个学校周内计划的 PA 和活力活动维持之间的关联。在随访 T2 时通过教师调查衡量了 14 项拟议的可持续性策略的感知有用性，并进行了描述性报告。
没有学校层面的因素与每周整体 PA 或活力活动的维持呈统计学相关。两个 PSAT 领域中的教师报告因素 - “战略规划”和“计划评估”与每周活力活动的维持呈统计学负相关（-6.74，95%CI：-13.02；-0.47，p=0.036 和-6.65，95%CI：-12.17；-0.12，p=0.019）。最受教师欢迎的建议支持可持续性策略是“提供可进行活力活动或整合课程的 PA 设备包”（85%）。
需要进一步研究以探索与学校维持每周计划的 PA 相关的其他特定于背景和最终用户的因素。这将有助于准确了解制定策略以解决这些决定因素的情况，并更广泛地支持基于学校的健康干预措施的维持和长期利益。
