Aligning Organizational Priorities and System Policies to Support Implementation Scale-Up of a Tailored Classroom-Based Physical Activity Intervention in Low-Resource Schools

Autor/inn/en	Hasson, Rebecca E.; Eisman, Andria B.; Wassmann, Amy; Beemer, Lexie R.; Templin, Thomas; Malinoff, Lynn; Zernicke, Ronald; Rabaut, Lisa
Titel	Aligning Organizational Priorities and System Policies to Support Implementation Scale-Up of a Tailored Classroom-Based Physical Activity Intervention in Low-Resource Schools
Quelle	In: Journal of School Health, 93 (2023) 6, S.464-474 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hasson, Rebecca E.) ORCID (Eisman, Andria B.) ORCID (Beemer, Lexie R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4391
DOI	10.1111/josh.13321
Schlagwörter	Program Implementation; Physical Activity Level; Intervention; Physical Activities; Barriers; Needs Assessment; Disadvantaged Schools; Intermediate Grades; Readiness; Board of Education Policy; Administrator Role; Faculty Development; Resources; Educational Needs; Michigan + Suchen Sie Ihr Suchwort? Bedarfsermittlung; Mittelstufe; Betriebsmittel; Hilfsmittel; Educational need; Bildungsbedarf
Abstract	Background: A mismatch between organizational priorities and system-level policies can negatively impact implementation and sustainment of classroom-based physical activity (PA) interventions. The purpose of this study was twofold: (1) present methods to systematically identify organization- and system-level implementation barriers, and (2) align organizational priorities and system policies by designing multi-level implementation strategies. This alignment will support implementation scale-up of a tailored PA intervention in one low-resource intermediate school district (ISD; 16 districts, 32 schools) in central Michigan. Methods: Multi-level assessments of organizational readiness were conducted using the Hexagon Discussion and Analysis Tool to assess intervention-context fit, the Wellness School Assessment Tool 3.0 to evaluate district PA policy strength and comprehensiveness, and semi-structured interviews were conducted to assess administrative support and priorities related to PA programming. Results: Our assessments revealed three implementation barriers: limited structural capacity to sustain teacher training, limited resources across districts and school buildings to support teachers, and misalignment of ISD and district PA policies and priorities. Conclusions: Greater attention to organizational capacity and existing infrastructure should be considered "a priori" to support effective implementation and sustainment of PA interventions in low-resource schools. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01