The Application of an Implementation Science Framework to Comprehensive School Physical Activity Programs: Be a Champion!

Moore, Justin B.; Carson, Russell L.; Webster, Collin A.; Singletary, Camelia R.; Castelli, Darla M.; Pate, Russell R.; Beets, Michael W.; Beighle, Aaron

doi:10.3389/fpubh.2017.00354

Cited by 24 publications

(17 citation statements)

References 24 publications

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“…We know that a substantial percentage of recommended children and adolescent PA can be provided through a comprehensive school PA program (74,75). Thus, PA recommendations in segments of school days should become an integral part of these programs, to encourage changes toward a healthy school lifestyle, facilitate the adoption of (necessary) healthy work habits, and raise awareness of how mental stress can be mitigated through adequate PA.…”

Section: Discussionmentioning

confidence: 99%

Physical Activity Recommendations for Segments of School Days in Adolescents: Support for Health Behavior in Secondary Schools

Frömel

Groffik

Mitáš

et al. 2020

Front. Public Health

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School physical activity (PA) is an indispensable part of daily PA, the foundation for developing lifelong PA and fitness, and an easy way to gain physical and health literacy. School PA is equally important for understanding the continuity of physical and mental health, even in broader psychosocial aspects. Regarding long-term outcomes, significant attention has been paid to the determination of daily and weekly recommendations for adolescent PA. However, comprehensive approaches suggesting recommendations for PA in segments of the school day are rare. This study aimed to (a) provide a rationale for PA recommendations in segments of school days and incorporate it into generally accepted PA recommendations, and (b) promote radical changes in the educational process toward a healthy school lifestyle through PA recommendations in segments of school days. The results of research conducted in 98 secondary schools in the Czech Republic and 104 secondary schools in Poland from 2009 to 2017 were used in this study. In total, 3,860 boys and 5,237 girls from the Czech Republic and 3,052 boys and 3,329 girls from Poland, all aged 15-19, participated. We recommended at least 2,000 steps (or 10 min of moderate-to-vigorous PA) for the before school segment and at least 6,000 steps (or 30 min of moderate-to-vigorous PA) for the after-school segment. For the time spent at school, we further recommended at least 500 steps/h (alternatively, at least 3,000 steps/school time), 20 min of moderate-to-vigorous PA (≥3METs or 60% HRmax), and at least one HRsubmax/max response to significant stress during PA to mitigate educational stress and high levels of sedentary behavior in schools. PA should account for at least 25% of school time, even on days with no scheduled physical education lessons. We propose using PA recommendations in segments of school days to achieve positive changes in the educational process and school lifestyle. Acceptance of PA recommendations in segments of school days theories on physical education could help refine and concretize demands for changes in PA and lifestyle in secondary schools. In practice, it could support the creation of innovative and comprehensive school PA programs. Future research should focus on obtaining evidence in support for adolescent PA by applying PA recommendations in segments of school days.

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Section: Discussionmentioning

confidence: 99%

Physical Activity Recommendations for Segments of School Days in Adolescents: Support for Health Behavior in Secondary Schools

Frömel

Groffik

Mitáš

et al. 2020

Front. Public Health

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“…This is likely to be supported by school communities as only a small proportion of parents did not want their child to participate in the service, although this would need to be evaluated further. Other strategies to increase uptake of the service among students may include broader promotion and marketing, utilizing school champions (56), increasing teacher awareness and support, and using incentives (57, 58). To better understand reasons for non-participation, future trials would benefit from implementing a consent form which all students are required to return, regardless of whether they choose to participate.…”

Section: Discussionmentioning

confidence: 99%

Smooth Sailing: A Pilot Study of an Online, School-Based, Mental Health Service for Depression and Anxiety

et al. 2019

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Background : Schools play an important role in supporting young people’s mental health, but face challenges identifying and responding to students in need of care. To assist secondary schools, the Black Dog Institute has developed an online, school-based, mental health service (Smooth Sailing). Delivered in the classroom, Smooth Sailing uses a website to screen, assess, allocate, and deliver care for depression and anxiety. The service is based on the principles of stepped care, offering treatments with varied intensity and follow-up by a school counselor when necessary. The current study aimed to evaluate the feasibility, acceptability, and safety of this new type of service among secondary school students. Methods : Between February and June 2017, a single-arm, pre-post, pilot study was conducted among students from four NSW secondary schools. Schools were given access to the service for 6 weeks. Feasibility measures (consent rates and step allocations), acceptability measures (service use and satisfaction) and safety measures (deterioration in help-seeking intention scores and mental health symptoms) were assessed at baseline and completion of the 6-week trial period. Results : A total of 59 students took part in the service pilot (mean age, 14.57 years; SD, 0.89 years; range, 13-16 years). At baseline, 18.64% of students were found to require follow-up from the school counselor, and 80% of these were new cases. Although completion of the online modules was low, service satisfaction was high. At 6 weeks, the mean scores for help-seeking, depression, and anxiety remained relatively stable or improved. Conclusions : The current study presents important findings for the development and implementation of an online mental health service that screens students’ mental health and allocates care accordingly, all within the school setting. Although the findings provide some support for the feasibility, acceptability, and safety, service improvements are needed. The modifications outlined are likely to improve the quality of the service and its effectiveness. Trial Registration : Australian New Zealand Clinical Trials Registry (ANZCTR): ACTRN12617000977370

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“…For example, surveys can be distributed to school staff to assess knowledge, skills, self-efficacy, and attitudes towards providing SHS referrals to students and assessments can be performed to evaluate existing resources that can be leveraged. Third and lastly, based on the results the readiness assessment, LEA should identify strategies to address barriers and create action plans to prioritize goals, create actionable steps towards goals, and delineate roles and responsibilities [37,38]. For example, a professional development plan for school staff may be warranted to increase knowledge of minor consent laws and policies and decrease negative attitudes and stigma towards sexual health services.…”

Section: Discussionmentioning

confidence: 99%

What will it take? Using an implementation research framework to identify facilitators and barriers in implementing a school-based referral system for sexual health services

Leung

Wanner

Senter

et al. 2020

BMC Health Serv Res

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Background: Across the United States, sexually transmitted infections and unintended pregnancy rates are alarmingly high among youth. Schools, due to their proximity and access to youth, can increase student access to sexual health services (SHS) by creating referral systems (RS) to link students to school-and community-based SHS. From 2013 to 2018, the Centers for Disease Control and Prevention's Division of Adolescent and School Health funded 17 Local Education Agencies (LEA) to partner with priority schools and stakeholders to develop and implement RS to increase student access to SHS. Cicatelli Associates Inc. (CAI) was funded to provide capacity-building to LEA. In 2016-2017, CAI conducted case studies at two LEA, both large and urban sites, but representing different geographical and political contexts, to elucidate factors that influence RS implementation. Methods: Nineteen LEA and community-based healthcare (CBH) staff were interviewed in the Southeastern (n = 9) and Western U.S. (n = 10). Key constructs (e.g., leadership engagement, resources, state and district policies) across the five domains of the Consolidated Framework for Implementation Research (CFIR) framework guided the methodology and analysis. Qualitative data was analyzed using the Framework Method and contextual factors and themes that led to RS implementation were identified. Results: Interviewees strongly believed that school-based RS can decrease STI, HIV and unintended pregnancy and increase students' educational attainment. We identified the following contextual key factors that facilitate successful implementation and integration of an RS: enforcing state and district policies, strong LEA and CBH collaboration, positive school culture towards adolescent health, knowledgeable and supportive staff, leveraging of existing resources and staffing structures, and influential district and school building-level leadership and champions. Notably, this case study challenged our initial assumptions that RS are easily implemented in states with comprehensive SHS policies. Rather, our conversations revealed how districts and local-level policies can have significant impact and influence to impede or promote those policies.

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The Application of an Implementation Science Framework to Comprehensive School Physical Activity Programs: Be a Champion!

Cited by 24 publications

References 24 publications

Physical Activity Recommendations for Segments of School Days in Adolescents: Support for Health Behavior in Secondary Schools

Physical Activity Recommendations for Segments of School Days in Adolescents: Support for Health Behavior in Secondary Schools

Smooth Sailing: A Pilot Study of an Online, School-Based, Mental Health Service for Depression and Anxiety

What will it take? Using an implementation research framework to identify facilitators and barriers in implementing a school-based referral system for sexual health services

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