Barriers and facilitators to the implementation of physical activity policies in schools: A systematic review

Nathan, Nicole; Elton, Ben; Babic, Mark J.; McCarthy, Nicole; Sutherland, Rachel; Presseau, Justin; Seward, Kirsty; Hodder, Rebecca K; Booth, Debbie; Yoong, Sze Lin; Wolfenden, Luke

doi:10.1016/j.ypmed.2017.11.012

Cited by 173 publications

(178 citation statements)

References 30 publications

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“…However, the practicalities, compliance, and pedagogical considerations associated with designing an MF program have not been explored in the literature, and may explain the lack of clarity on appropriate MF intervention design for a school-based setting. Moreover, the implementation of school-based RT may be impaired by some teachers reporting a lack of expertise/qualification and low confidence in the delivery of PE [85] which may be further exacerbated through the introduction of RT which currently resides outside of traditional PE [86].…”

Section: Discussionmentioning

confidence: 99%

Efficacy of School-Based Interventions for Improving Muscular Fitness Outcomes in Adolescent Boys: A Systematic Review and Meta-analysis

et al. 2019

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Background It has been reported that boys' and girls' physical activity (PA) levels decline throughout adolescence. Boys are at risk of physical inactivity during adolescence; however, in intervention research, they are an under-represented group relative to girls. It is suggested that the school environment may be central to developing interventions that support adolescents in meeting the current PA guidelines. The aim of this systematic review and meta-analysis was to investigate the efficacy of school-based physical activity interventions for improving muscular fitness (MF) in adolescent males. Methods This systematic review and meta-analysis followed the preferred reporting systems for meta-analyses guidelines and was registered on PROSPERO (Registration number: CRD42018091023). Eligible studies were published in English within peer-reviewed articles. Searches were conducted in three databases, with an additional grey literature search in Google Scholar. Studies investigating MF outcomes were included. Results There were 43 data sets identified across 11 studies, from seven countries. Overall methodological quality of the studies was moderate-to-strong. Interventions targeting MF evidenced a small-to-medium effect (g = 0.32, CI 0.17, 0.48, p < 0.00). Subgroup analyses of MF delivery method resulted in small-to-medium effects: upper limb MF measures (g = 0.28, 95% CI − 0.02, 0.58, p = 0.07), lower limb MF measures (g = 0.28, 95% CI 0.09, 0.68, p = 0.03), combined MF activities (g = 0.24, 95% CI − 0.04 to 0.49, p = 0.05), plyometric activities (g = 0.39, 95% CI 0.09, 0.68, p = 0.01), body weight (g = 0.27, 95% CI − 0.10, 0.65, p = 0.15), and traditional MF methods (g = 0.43, 95% CI 0.09, 0.78, p = 0.01). Conclusions School-based interventions which aimed to increase MF outcomes in adolescent boys demonstrated smallto-moderate effects. Traditional and plyometric methods of resistance training appear to be the most effective form of PA delivery in adolescent males. More quality research is required to assess the impact of MF delivered in the school environment to inform future intervention design.It is recommended that adolescents engage in a minimum of 60 min of moderate-to-vigorous physical activity (MVPA) per day with muscle and bone strengthening exercise Key PointsMF interventions delivered in a school-based environment demonstrated small-to-moderate effects in adolescent boys.MF delivered in a traditional manner, such as weight machines and free weights, may have a greater effect on enhancing MF than other forms of MF delivery.Plyometric forms of MF delivery demonstrated significant homogeneous effects and require further quality research to assess their application in the school environment.

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Section: Discussionmentioning

confidence: 99%

Efficacy of School-Based Interventions for Improving Muscular Fitness Outcomes in Adolescent Boys: A Systematic Review and Meta-analysis

et al. 2019

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“…Service managers indicating they did not provide continuous free play were also asked to report any barriers or enablers to implementing a continuous free play schedule. Managers were provided with a list of potential barriers and enablers, developed based on evidence collected by the research team in the conduct of previous physical activity trials in the setting, evidence from studies assessing barriers to the implementation of physical activity initiatives in childcare and young children more broadly, as well as parallel research in schools . As barriers specific to the implementation of this practice has not been previously explored, the research team consulted with five childcare services to identify a list of most relevant barriers to implementation based on findings in the literature.…”

Section: Methodsmentioning

confidence: 99%

Implementation of continuous free play schedules in Australian childcare services: A cross‐sectional study

Jones

Wolfenden

Grady

et al. 2019

Health Prom J of Aust

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Issue addressed:Modifying the scheduling of physical activity opportunities to provide children with more frequent opportunities for outdoor free play has been demonstrated to increase child physical activity while in care. The primary aim of this study was to describe the implementation of continuous free play schedules to allow children to access outdoor play areas, consistent with sector guidelines in a national sample of Australian childcare services. Secondary aims were to investigate the associations between the implementation of such schedules and service characteristics, and assess the perceived barriers and enablers to implementation. Methods:A cross-sectional study was undertaken with a random sample of 326 centre-based childcare services located across Australia. Childcare service characteristics, continuous free play scheduling and perceived barriers and enablers to implementation were assessed via a survey administered to service managers online or via telephone. Results:A total of 203 service managers (62%) reported implementing a continuous free play schedule, for three periods of 126 minutes per period, each day on average. Service type (long day care services), size (services with higher numbers of child enrolments [≥80 children]) and socio-economic area (services located in lower socioeconomic areas) were associated with the implementation of a continuous free play schedule. The most prevalent barriers to implementation included insufficient staff to ensure adequate supervision of children (69%) and service layout being unsuitable (65%), while the most prevalent enablers included advice on how to overcome staffing or supervision issues (89%) and to re-orientate the service layout (54%). Conclusions:There is scope to support the implementation of continuous free play schedules consistent with childcare sector guidelines.So what? Future intervention research that targets the reported barriers and enablers to implementation is needed. K E Y W O R D Sactive play, child, childcare, early childhood, implementation, physical activity

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“…Während im vorigen Abschnitt Schwerpunkte der konzeptuellen und methodologischen Diskussion zur Implementationsforschung nachgezeichnet wurden, greifen wir im Folgenden einen Schlüsselaspekt der empirischen Implementationsforschung mit der Frage auf: "Welche Faktoren bedingen, dass die Implementation einer evidenzbasierten Intervention in reale pädagogische Handlungsfelder (nicht) gelingt", so dass es ggf. zu "Implementationsbrüchen" (van Ackeren et al Nathan et al 2018) oder bestimmte Publikationsorgane einzugrenzen. Drittens setzen wir das Recherche-Enddatum auf den 31.…”

Section: Einflussfaktoren Auf Die Implementation Evidenzbasierter Lehunclassified

Stichwortbeitrag Implementationsforschung: Wie Wissenschaft zu Verbesserungen im Bildungssystem beitragen kann

et al. 2020

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Zusammenfassung Mit dem Programm evidenzbasierter Bildungsreform geht die Erwartung einher, auf der Grundlage gesicherten empirischen Wissens die pädagogische Praxis ebenso wie ihre politische Gestaltung zu verbessern. Empirische Studien bestätigen allerdings ebenso wie Erfahrungsberichte aus dem Feld eine fortdauernde Kluft zwischen Forschung, Politik und Praxis. Daher findet Implementationsforschung wachsende Aufmerksamkeit, ablesbar an einer wachsenden Zahl empirischer Studien und einer breiten konzeptuellen und methodologischen Debatte. Der Stichwortbeitrag sichtet die konzeptuelle Diskussion zur Implementationsforschung im Bildungsbereich und darüber hinaus. Zudem wird analysiert, was Implementations-Zusatzmaterial online Zusätzliche Informationen sind in der Online-Version dieses Artikels (

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Barriers and facilitators to the implementation of physical activity policies in schools: A systematic review

Cited by 173 publications

References 30 publications

Efficacy of School-Based Interventions for Improving Muscular Fitness Outcomes in Adolescent Boys: A Systematic Review and Meta-analysis

Efficacy of School-Based Interventions for Improving Muscular Fitness Outcomes in Adolescent Boys: A Systematic Review and Meta-analysis

Implementation of continuous free play schedules in Australian childcare services: A cross‐sectional study

Stichwortbeitrag Implementationsforschung: Wie Wissenschaft zu Verbesserungen im Bildungssystem beitragen kann

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