TY - JOUR
T1 - Social–Ecological Considerations in Sustaining Comprehensive School Physical Activity Programs
T2 - A Follow-Up Study
AU - Nam, Kahyun
AU - Kulinna, Pamela H.
AU - Mulhearn, Shannon C.
AU - Yu, Hyeonho
AU - Griffo, Janelle M.
AU - Mason, Aaron J.
N1 - Funding Information:
Upon receiving permission from the schools, dates were set for workshops to be conducted in the schools of participants. The professional development sessions lasted 2 hr, and the follow-up social–ecological surveys were completed by the teachers using their participant numbers to maintain confidentiality. For those participants who were willing to participate in the interview, a schedule was created and researchers returned at a later date to complete these interviews. Over a period of 8 days, two researchers conducted concurrent interviews, spending a single day at each school. Lending credibility to the interview data, field notes concerning observed CSPAP programming during the interview days were taken. An internal grant provided funding
Funding Information:
In this project, the financial support from the granting foundation in the community was essential to initiate the CSPAP program, which continued throughout the first 4 years of the program. One possible explanation for the decline in the perceived importance of organizational level could be that the organizational support was discontinued after the fourth year. Teachers acknowledged that organizational support enabled school districts to implement and sustain the CSPAP program with little to no cost to the schools, as many components (e.g., equipment) of the intervention were obtained when external organizational support was available. This mirrors the point made by Egan et al. (2019) that funding for the CSPAP is necessary for its duration; because, it will likely lead to uninterrupted programming, as well as a clearer sustainability path. Reflecting on the organizational level of influence, these teachers mentioned the importance of administrator support for initiating and maintaining their CSPAP. These findings advocate that schools should be backed by organizational infrastructure to facilitate and sustain CSPAP successfully. The third most important social–ecological factor, interpersonal interactions, improved in influence over time. This suggests that these teachers continued to interact with other stakeholders about components of the CSPAP model supporting the sustainability of the model.
Publisher Copyright:
© 2023 Human Kinetics, Inc.
PY - 2023/1
Y1 - 2023/1
N2 - Purpose: The purpose of this study was to investigate the perspective of school personnel regarding the impact of social–ecological factors and to identify salient ways to support school personnel in sustaining Comprehensive School Physical Activity Programs. Methods: In this mixed-methods longitudinal study, stakeholders were surveyed at two points in time (n = 67) and interviewed in semistructured interviews (n = 41) using card sorting to understand the influence of social–ecological factors on Comprehensive School Physical Activity Programs sustainability. Results: Across time, the perceived influence of social–ecological levels varied considerably: individual, t(78.86) = −4.22, p < .001, d = 0.52, interpersonal, t(88.20) = −2.32, p = .023, d = 0.09, organizational, t(80.56) = −2.38, p = .02, d = 0.29, and the community factor, t(83.24) = −3.05, p = .003, d = 0.30. Stakeholders rated ecological levels from greatest to least influential as individual, organizational, interpersonal, community, and policy. Themes within levels provided a deeper understanding of these influences. Conclusion: To successfully sustain Comprehensive School Physical Activity Programs in schools, balanced support from all social–ecological levels may be needed.
AB - Purpose: The purpose of this study was to investigate the perspective of school personnel regarding the impact of social–ecological factors and to identify salient ways to support school personnel in sustaining Comprehensive School Physical Activity Programs. Methods: In this mixed-methods longitudinal study, stakeholders were surveyed at two points in time (n = 67) and interviewed in semistructured interviews (n = 41) using card sorting to understand the influence of social–ecological factors on Comprehensive School Physical Activity Programs sustainability. Results: Across time, the perceived influence of social–ecological levels varied considerably: individual, t(78.86) = −4.22, p < .001, d = 0.52, interpersonal, t(88.20) = −2.32, p = .023, d = 0.09, organizational, t(80.56) = −2.38, p = .02, d = 0.29, and the community factor, t(83.24) = −3.05, p = .003, d = 0.30. Stakeholders rated ecological levels from greatest to least influential as individual, organizational, interpersonal, community, and policy. Themes within levels provided a deeper understanding of these influences. Conclusion: To successfully sustain Comprehensive School Physical Activity Programs in schools, balanced support from all social–ecological levels may be needed.
KW - card sorting
KW - perception of school personnel
KW - school physical activity promotion
KW - whole-of-school approach
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U2 - 10.1123/jtpe.2021-0122
DO - 10.1123/jtpe.2021-0122
M3 - Article
AN - SCOPUS:85139926181
SN - 0273-5024
VL - 42
SP - 144
EP - 154
JO - Journal of Teaching in Physical Education
JF - Journal of Teaching in Physical Education
IS - 1
ER -