Teachers’ Experiences Implementing a School Wellness Initiative in Anchorage, AK: A Qualitative Study

Olarte, Deborah A.; Stock, Mark; Sutton, Melanie; Scott, Michael D.; Koch, Pamela; Gustus, Sarah; Cohen, Juliana F.W.

doi:10.1016/j.jand.2021.12.002

Cited by 4 publications

(3 citation statements)

References 25 publications

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“…Staff buy-in, which is not explicitly captured in the R = MC 2 heuristic, is an additional factor that participants stated was essential to implementation. Our findings align with the existing buy-in literature which emphasizes the importance of buy-in to program success [ 55 , 56 ] and that greater buy-in is associated with easier and more positive experiences with implementation [ 57 ]. Moreover, our findings add that staff buy-in is related to a school’s motivation toward implementing physical activity opportunities.…”

Section: Discussionsupporting

confidence: 90%

Using the R = MC2 heuristic to understand barriers to and facilitators of implementing school-based physical activity opportunities: a qualitative study

Craig,

Walker,

Cuccaro

et al. 2024

BMC Public Health

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Background Schools are a key setting for supporting youth physical activity, given their broad reach and diverse student populations. Organizational readiness is a precursor to the successful implementation of school-based physical activity opportunities. The R = MC2 heuristic (Readiness = Motivation x Innovation-Specific Capacity x General Capacity) describes readiness as a function of an organization’s motivation and capacity to implement an innovation and can be applied to better understand the implementation process. The purpose of this study was to explore the barriers to and facilitators of implementing school-based physical activity opportunities in the context of organizational readiness. Methods We analyzed interview data from 15 elementary school staff (principals, assistant principals, physical education teachers, and classroom teachers) from a school district in Texas. We focused on factors related to adopting, implementing, and sustaining a variety of school-based physical activity opportunities. We used the Framework Method to guide the analysis and coded data using deductive (informed by the R = MC2 heuristic) and inductive approaches. Themes were generated using the frequency, depth, and richness of participant responses. Results Four themes emerged from the data: (1) implementation is aided by the presence of internal and external relationships; (2) physical activity opportunities compete with other school priorities; (3) seeing the benefits of physical activity opportunities motivates school staff toward implementation; and (4) staff buy-in is critical to the implementation process. Themes 1–3 aligned with subcomponents of the R = MC2 heuristic (intra- and inter-organizational relationships, priority, and observability), whereas Theme 4 (staff buy-in) related to multiple subcomponents within the Motivation component but was ultimately viewed as a distinct construct. Conclusion Our results highlight and explain how key readiness constructs impact the implementation of school-based physical activity opportunities. They also highlight the importance of obtaining staff buy-in when implementing in the school setting. This information is critical to developing readiness-building strategies that help schools improve their capacity to deliver physical activity opportunities effectively. Trial registration Not applicable.

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Section: Discussionsupporting

confidence: 90%

Using the R = MC2 heuristic to understand barriers to and facilitators of implementing school-based physical activity opportunities: a qualitative study

Craig,

Walker,

Cuccaro

et al. 2024

BMC Public Health

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“…Without the buy-in of the school administrators the participants felt that supporting school lunch would be difficult. Four studies similarly noted administrative support to be essential for program success [ 21 , 22 , 23 , 24 ]. Therefore, if administrators assist teachers in supporting school lunch, more students could be influenced to take and eat school lunch.…”

Section: Discussionmentioning

confidence: 99%

Teachers’ Resources to Support School Lunch: Professional Development Is Warranted

et al. 2022

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In the United States, many children who come from low-income backgrounds and experience food insecurity do not take and eat school lunch, despite it being a nutritious meal. Teachers could play a role in encouraging students’ consumption of school lunch; however, teachers in America are traditionally uninvolved in the lunch period. The purpose of this research was to understand the resources kindergarten through twelfth grade (K-12) teachers need to encourage students to take and eat school lunch. Two data collection workshops and semi-structured follow-up interviews were conducted with K-12 teachers. The workshops and interviews were recorded, transcribed, and analyzed for salient themes. Ten teachers participated in the workshops and six teachers participated in the follow-up interviews. In general, teachers believe school meals are essential for students’ focus and behavior in the classroom. However, to encourage students to take and eat school lunch, teachers need support and resources. From the workshops and interviews, three themes emerged: (1) improvements in the food quality; (2) school community support; and (3) professional development. The data suggests professional development is the greatest resource teachers need, as professional development can enhance teachers’ motivation to advocate for better food quality and engage school community support. Greater teacher involvement in school lunch could lay the groundwork for future healthier generations.

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“…Additionally, this review did not include widely heterogenous intervention studies where recess was manipulated in order to examine the effects of standard recess. Some of these interventions [48,51] have shown to have positive effects on student behaviors, and many are included within wider school-based physical activity interventions [57]. As recess has a large potential reach, many schools may not have the resources to implement staff or equipment intensive recess programs.…”

Section: Plos Onementioning

confidence: 99%

Educational outcomes of recess in elementary school children: A mixed-methods systematic review

Howie,

Perryman,

Moretta

et al. 2023

PLoS ONE

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Background Recess provides a key physical activity opportunity for students in school, yet a wide range of recess requirements exist. To design optimal recess policies, the effect of recess on students’ educational outcomes must be better understood. Therefore, the purpose of this mixed-method systematic review is to identify and systematically evaluate research on the effects of recess on student educational outcomes, including behavior, cognitive performance and academic achievement. Methods A systematic search of the literature in ERIC (EBSCO), ProQuest Central, PsycINFO, Teacher Reference Center, MEDLINE Complete (EBSCO), and CINAHL Complete was performed through September 2022. Data was extracted from quantitative studies, and reported themes with exemplar quotes were extracted from qualitative studies. The Mixed Method Appraisal Tool (MMAT) was used to assess study quality. Results The search identified 932 articles, of which 13 were included in the review, including 8 quantitative and 5 qualitative studies. Eleven studies were conducted in the United States, and reported sample size of studies ranged from 12 to 11,624. Studies found mixed effects on student behavior, discipline referrals and academic achievement. Qualitative studies reported multiple benefits of recess including increased focus, improved problem solving and academic achievement. Conclusions Overall, evidence suggests positive benefits for behavior and either positive or null benefits of recess on academic achievement. However, evidence is limited by non-controlled study designs and diversity in outcome assessments. Additional quantitative evidence is needed to convince policymakers of the specific evidence supporting recess, but also to advise on the optimal recess policies and practices to improve student learning.

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Teachers’ Experiences Implementing a School Wellness Initiative in Anchorage, AK: A Qualitative Study

Cited by 4 publications

References 25 publications

Using the R = MC2 heuristic to understand barriers to and facilitators of implementing school-based physical activity opportunities: a qualitative study

Using the R = MC2 heuristic to understand barriers to and facilitators of implementing school-based physical activity opportunities: a qualitative study

Teachers’ Resources to Support School Lunch: Professional Development Is Warranted

Educational outcomes of recess in elementary school children: A mixed-methods systematic review

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