Implementation of a successful long-term school based physical education intervention: Exploring provider and programme characteristics

Nielsen, Jonas Vestergaard; Bredahl, Thomas Viskum Gjelstrup; Bugge, Anna; Klakk, Heidi; Skovgaard, Thomas

doi:10.1016/j.evalprogplan.2019.101674

Cited by 10 publications

(15 citation statements)

References 40 publications

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“…There is no consensus in the literature on how long it takes to implement an intervention. It depends mainly on the intervention scale, planning, resource availability, complexity and leadership engagement [37][38][39]. However, considering the 15-year timeframe adopted by the Sustainable Development Goals [40] as a reasonable time to implement complex health interventions, it was expected that at least all the MM components would have reached a 75% ID.…”

Section: Discussionmentioning

confidence: 99%

Implementation of pharmaceutical services in Brazilian primary health care: a cross-sectional study

et al. 2021

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Background In the Brazilian public health system, primary health care (PHC) is provided by the municipalities and is considered the entry level of the Unified Health System (SUS). Governmental pharmaceutical services (PharmSes) are part of the SUS, including PHC, and are the most significant way in which patients access medicine and services. Considering the diversity of the country, the municipalities have the autonomy to decide how PharmSes are implemented. Even though policies and procedures should be implemented as expected by policy makers and experts, municipality characteristics may interfere with implementation fidelity. Therefore, this study evaluated the degree to which the PharmSes in PHC were delivered as intended in Brazilian municipalities. Methods We analysed data from a secondary database originating from a cross-sectional nationwide study carried out by the Ministry of Health and the World Bank from 2013 to 2015. Data on 465 municipalities and the Federal District were collected from 4939 governmental PharmSes. A rating system comprising 43 indicators was developed and applied to the dataset to obtain the implementation degree (ID) of each PharmSe. Additionally, the IDs of the two PharmSes dimensions and the nine components were measured. Results Overall, the ID of the PharmSes in Brazilian PHC was evaluated as critical. The ID was critical in 81% of the municipalities (n = 369), incipient in 14% (n = 65) and unsatisfactory in 4.8% (n = 22). Regarding the PharmSes dimensions, the ‘medicine management’ (MM) ID was considered critical (Mean = 46%), while the ‘care management’ (CM) ID was incipient (Mean = 22%). In terms of the PharmSes components, the highest ID was achieved by ‘forecasting’ (58%). In contrast, ‘continuing education and counselling’ showed the lowest figure (ID = 11%) in the whole sample, followed by ‘information and communication’ and ‘teamwork’. Conclusions The degree to which PharmSes were implemented was critical (ID< 50%). This analysis demonstrated that PharmSes were implemented with low fidelity, which may be related to the low availability of medicine in PHC. Although the care management component requires more attention, considering their incipient ID, all components must be reviewed. Municipalities must increase their investment in PharmSes implementation in order to maximize the benefits of these services and guarantee the essential right of access to medicine.

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Section: Discussionmentioning

confidence: 99%

Implementation of pharmaceutical services in Brazilian primary health care: a cross-sectional study

et al. 2021

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“…This difference was not maintained at the long-term evaluation 6 years after baseline [ 27 ]. Additional details of the PE content and delivery at sports schools can be found elsewhere [ 20 , 28 ].…”

Section: Methodsmentioning

confidence: 99%

Does Additional Physical Education Improve Exam Performance at the End of Compulsory Education? A Secondary Analysis from a Natural Experiment: The CHAMPS-Study DK

et al. 2021

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It remains unclear whether the provision of additional physical activity in school improves academic outcomes. We conducted a secondary analysis of the Childhood Health, Activity, and Motor Performance School Study Denmark (CHAMPS-study DK), a natural experiment based on a trebling of curricular physical education, to investigate whether children receiving additional physical education performed better on their academic exams at the conclusion of compulsory education (i.e., 9th grade). Children from six intervention schools received 3–7 years of exposure to 270 weekly minutes of physical education (sports schools), while children from four control schools received the 90-min national standard (normal schools). Academic performance was based on the standard Danish 7-point scale (ranging from −03 to 12) and retrieved from national registries. The primary outcome was calculated as the average exam grade. Comparisons of participants at sports and normal schools were adjusted for individual socioeconomic factors and school-level academic environment. There were no differences in the pooled exam performance among 691 sports- and 510 normal-school participants (0.20 (95% confidence interval: −0.12 to 0.52)). Results for subject-specific exams indicated similar results. This analysis from a non-randomized natural experiment did not provide evidence that simply adding additional physical education is sufficient to affect academic performance relative to the national standard.

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“…This was closely followed by seven studies with elementary level participants (Bahadir, 2013;Barnett et al, 2006;Elliott et al, 2013;Lounsbery et al, 2011;Lynch & Soukup, 2017;Rainer et al, 2012;Stevens-Smith et al, 2006) and five studies with secondary level participants (Amis et al, 2012;Dyson et al, 2011;Stier & Schneider, 2007). Regarding the participants' settings, most indicated they gathered participants from urban, suburban, and rural areas (n = 5; Amis et al, 2012;Dyson et al, 2011;Kern & Graber, 2018;Nielsen et al, 2019;Urtel & Vogel, 2011). There were two studies with participants from only urban areas (Barney & Prusak, 2016;Norris et al, 2017), and two studies with participants from only suburban areas (Deslatte & Carson, 2014;Dillon et al, 2010 ).…”

Section: Participants and Settingsmentioning

confidence: 95%

“…In total, there were 26 articles focused on SAs' perceptions toward PE. The most common area that was examined was SAs' perceptions toward the implementation and barriers to implementation of PE programs (De Knop et al, 2004;Deslatte & Carson, 2014;Kurkova et al, 2010;Lounsbery et al, 2011;Lynch & Soukup, 2017;Nielsen et al, 2019;Rainer et al, 2012;Zeng & Wang, 2015). In general, SAs supported the high quality PE (Kurkova et al, 2010).…”

Section: Areas Of Focusmentioning

confidence: 99%

“…Within the studies that examined SAs' perceptions toward the collaboration and perceptions with PE the primary data collection tool most commonly used were surveys and questionnaires (n = 19;Bahadir, 2013;Barnett et al, 2006;Barney & Prusak, 2016;Deslatte & Carson, 2014;Dillon et al, 2010;D'oum & Anannza, 2012;George & Curtner-Smith, 2017;Jenkins et al, 2005;Kurkova et al, 2010;Lounsbery et al, 2011;Lynch & Soukup, 2017;Norris et al, 2017;Stevens-Smith et al, 2006;Stier & Schneider, 2007;Tzeni et al, 2019;Urtel & Vogel, 2011;Zeng & Wang, 2015). Additional data collection tools included interviews (n = 9; Amis et al, 2012;De Knop et al, 2004;Deslatte & Carson, 2014;Dyson et al, 2011;Elliott et al, 2013;Kurkova et al, 2010;Nielsen et al, 2019;Norris et al, 2017;Rainer et al, 2012), observations (n = 4;Amis et al, 2012;Deslatte & Carson, 2014;Dyson et al, 2011;Kurkova et al, 2010), and focus groups (n = 2; Amis et al, 2012;Dyson et al, 2011).…”

Section: Areas Of Focusmentioning

confidence: 99%

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School Administrators and Physical Educators: A Scoping Review of Perceptions and Partnerships From 2000 to 2020

McNamara

Townsley

Hangauer

2021

Journal of School Leadership

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Physical education (PE) is an academic subject that delivers students a standards-based program designed to foster the knowledge and skills needed to be physically active for a lifetime. Although there is a dearth of research that has examined school administrators’ perceptions and interactions with PE, it has been reported that school administrators often are a barrier that disrupts effective PE programming. This study aimed to conduct a scoping review of the literature to capture a comprehensive view of the peer-reviewed research that has focused on physical educators’ collaboration with and perceptions of school administrators, and literature related to school administrators’ collaboration and perceptions of physical educators. Preferred Reporting Items for Systematic Reviews extension for Scoping Reviews Checklist guided this investigation. Seven databases were searched, and 29 articles met the full inclusion criteria. This scoping review provides a comprehensive overview of the evidence and research trends; nonetheless, the heterogeneity of the studies and limited literature on this topic make it difficult to form any substantial conclusions. The need for additional research is especially true for research examining PE teachers’ perceptions and interactions with school administrators, as only three of the identified studies in this review focused on this topic. The recognition of these gaps in the literature may be important to the fields of educational leadership and PE, as it may lead to more concerted efforts to examine how these fields interact and how they can collaborate more effectively.

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Implementation of a successful long-term school based physical education intervention: Exploring provider and programme characteristics

Cited by 10 publications

References 40 publications

Implementation of pharmaceutical services in Brazilian primary health care: a cross-sectional study

Implementation of pharmaceutical services in Brazilian primary health care: a cross-sectional study

Does Additional Physical Education Improve Exam Performance at the End of Compulsory Education? A Secondary Analysis from a Natural Experiment: The CHAMPS-Study DK

School Administrators and Physical Educators: A Scoping Review of Perceptions and Partnerships From 2000 to 2020

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