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Related Concept Videos

Longitudinal Research02:20

Longitudinal Research

Sometimes we want to see how people change over time, as in studies of human development and lifespan. When we test the same group of individuals repeatedly over an extended period of time, we are conducting longitudinal research. Longitudinal research is a research design in which data-gathering is administered repeatedly over an extended period of time. For example, we may survey a group of individuals about their dietary habits at age 20, retest them a decade later at age 30, and then again...

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Physical Activity Measurement in Children Accepting Table Tennis Training
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Physical activity implementation in schools: a 4-year follow-up.

Louise C Mâsse1, Heather McKay, Maria Valente

  • 1Department of Pediatrics, University of British Columbia, L408-4480 Oak Street, Vancouver, BC, Canada. lmasse@cfri.ubc.ca

American Journal of Preventive Medicine
|September 21, 2012
PubMed
Summary

Successful implementation of the Action Schools! BC (AS!BC) physical activity program requires strong teacher self-efficacy and comprehensive school support. Ongoing training and institutionalization are key factors for widespread adoption.

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Area of Science:

  • Public Health
  • Health Promotion
  • School Health Programs

Background:

  • Action Schools! BC (AS!BC) is a school-based physical activity initiative in British Columbia.
  • It employs a socioecologic approach to increase children's physical activity opportunities within schools.

Purpose of the Study:

  • To examine the hierarchy of factors influencing the successful implementation of AS!BC.
  • The study assessed these factors four years after the program's scaled-up implementation.

Main Methods:

  • A cross-sectional multistage survey was conducted with 133 principals and 587 teachers (Grades 4-7).
  • Theoretical constructs from organizational change, social cognitive theory, and diffusion of innovation were utilized.
  • Multilevel mixed-effect logistic regression analyses were performed.

Main Results:

  • Teacher self-efficacy, outcome expectation, training, organizational climate, institutionalization, environmental influence, and innovation attributes were associated with implementation.
  • Multivariate analyses identified self-efficacy, training, and institutionalization as significant factors (p<0.05).

Conclusions:

  • Demonstrating intervention efficacy is insufficient for population-level health improvement.
  • Teacher self-efficacy and ongoing training are crucial for wide-scale implementation.
  • Supportive school environments, including policies and guidelines, are essential.