Using EPIS and facilitation to support delivery of classroom-based physical activity interventions: a case study

Area of Science:

• Public Health
• Implementation Science
• School Health

Background:

• Youth physical inactivity is a significant public health issue, especially in disadvantaged schools.
• Classroom physical activity (PA) interventions face adoption and fidelity challenges.
• Implementation science frameworks aid in contextualizing and sustaining interventions.

Purpose of the Study:

• To assess the feasibility of using the Exploration, Preparation, Implementation, and Sustainment (EPIS) framework for classroom PA.
• To evaluate the role of trained school health coordinators in facilitating PA implementation.
• To guide classroom PA in a Michigan elementary school.

Main Methods:

• Developed and refined an EPIS-aligned implementation guide.
• Trained and evaluated six regional school health coordinators.
• One coordinator facilitated InPACT implementation over 18 months, using tools like the Hexagon Tool and RE-AIM.

Main Results:

• Coordinators found the training highly acceptable, appropriate, and feasible.
• Teachers delivered an average of three PA breaks daily, with variations by grade level.
• Implementation led to a 34% reduction in minor classroom incidents within the first year.

Conclusions:

• EPIS-guided facilitation is feasible for classroom PA adoption, fidelity, and early sustainment.
• Structured planning, phase-specific support, and school alignment are crucial for success.
• Further multi-site studies are needed to explore grade-specific strategies and long-term outcomes.