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Partnerships for Active Children in Elementary Schools (PACES): First year process evaluation.

Cate A Egan1, Collin Webster2, R Glenn Weaver2

  • 1University of Idaho, College of Education,875 Perimeter Drive MS 2401, Moscow, ID, 83844, United States.

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Summary
This summary is machine-generated.

Movement integration (MI) in schools shows promise, but effectiveness depends on program components. Community-based participatory research within comprehensive school physical activity programs (CSPAP) appears most effective for promoting MI.

Keywords:
InterventionMovement integrationPhysical activitySchool-university partnershipsYouth

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Area of Science:

  • Education
  • Public Health
  • Kinesiology

Background:

  • Comprehensive School Physical Activity Programs (CSPAP) aim to increase physical activity in students.
  • Movement Integration (MI) is a key strategy within CSPAP, requiring school-university partnerships for effective implementation.
  • PACES (Partnerships for Active Children in Elementary Schools) is a CSPAP intervention focused on MI.

Purpose of the Study:

  • To conduct a mixed-method process evaluation of the first year of the PACES intervention.
  • To assess the impact of different intervention components on Movement Integration (MI) promotion.
  • To explore teachers' perceptions of the PACES intervention components.

Main Methods:

  • A mixed-method approach using the System for Observing Student Movement in Academic Routines and Transitions and semi-structured interviews.
  • 12 classroom teachers from four elementary schools participated.
  • Data collected at baseline (Fall 2014) and post-intervention (Spring 2015).

Main Results:

  • No significant differences in MI promotion between intervention and control classrooms overall.
  • Classrooms receiving two or three PACES components showed trends towards greater MI promotion compared to those receiving one or none.
  • Qualitative data indicated positive teacher response to intervention components correlated with success.

Conclusions:

  • Community-based participatory research emerged as a key effective component within the PACES intervention.
  • The study highlights the importance of specific intervention components and teacher engagement for successful MI implementation in CSPAP.
  • Findings offer insights into MI process variables within a CSPAP context.