A systematic review of barriers and facilitators to the implementation of physical activity policies in schools
ISPAH ePoster Library. Nathan N. 10/15/18; 225323; 405
Nicole Nathan
Nicole Nathan
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Abstract
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Abstract Background:<\b>
Research consistently indicates that schools fail to implement mandatory physical activity (PA) policies. This review aimed to describe factors (barriers and facilitators) that may influence the implementation of school PA policies which specify the time or intensity that PA should be implemented and to map these factors to a theoretical framework. . Methods:<\b>
A systematic search was undertaken in six databases for quantitative or qualitative studies published between 1995-March 2016 that examined teachers’, principals’ or school administrators’ barriers and/or facilitators to implementing mandated school PA policies. Two independent reviewers screened texts, extracted and coded data from identified articles using the Theoretical Domains Framework (TDF). Results:<\b>
Of the 10,346 articles identified, 17 studies met the inclusion criteria (eight quantitative, nine qualitative). Barriers and facilitators identified in qualitative studies covered nine and 10 TDF domains respectively. Barriers and facilitators reported in quantitative studies covered eight TDF domains each. The most common domains identified were: ‘environmental context and resources’ (e.g., availability of equipment, time or staff), ‘goals’ (e.g., the perceived priority of the policy in the school), ‘social influences’ (e.g., support from school boards), ‘skills’ (e.g., teachers’ ability to implement the policy). Conclusion:<\b>
Implementation support strategies that target these factors may represent promising means to improve implementation of PA policies and increase PA among school-aged children. Future studies assessing factors that influence school implementation of PA policies would benefit from using a comprehensive framework to help identify if any domains have been overlooked in the current literature. External funding details Hunter Cancer Research Alliance, HMRI, HNEPH
Abstract Background:<\b>
Research consistently indicates that schools fail to implement mandatory physical activity (PA) policies. This review aimed to describe factors (barriers and facilitators) that may influence the implementation of school PA policies which specify the time or intensity that PA should be implemented and to map these factors to a theoretical framework. . Methods:<\b>
A systematic search was undertaken in six databases for quantitative or qualitative studies published between 1995-March 2016 that examined teachers’, principals’ or school administrators’ barriers and/or facilitators to implementing mandated school PA policies. Two independent reviewers screened texts, extracted and coded data from identified articles using the Theoretical Domains Framework (TDF). Results:<\b>
Of the 10,346 articles identified, 17 studies met the inclusion criteria (eight quantitative, nine qualitative). Barriers and facilitators identified in qualitative studies covered nine and 10 TDF domains respectively. Barriers and facilitators reported in quantitative studies covered eight TDF domains each. The most common domains identified were: ‘environmental context and resources’ (e.g., availability of equipment, time or staff), ‘goals’ (e.g., the perceived priority of the policy in the school), ‘social influences’ (e.g., support from school boards), ‘skills’ (e.g., teachers’ ability to implement the policy). Conclusion:<\b>
Implementation support strategies that target these factors may represent promising means to improve implementation of PA policies and increase PA among school-aged children. Future studies assessing factors that influence school implementation of PA policies would benefit from using a comprehensive framework to help identify if any domains have been overlooked in the current literature. External funding details Hunter Cancer Research Alliance, HMRI, HNEPH
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