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Community-based interventions in mental health represent a paradigm shift from institution-centered care to treatments embedded within the fabric of local communities. By prioritizing inclusion and leveraging existing societal structures, this approach fosters a supportive environment conducive to addressing mental health challenges while promoting individual dignity and agency.
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Physical Activity Measurement in Children Accepting Table Tennis Training
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Implementation, Outcomes, and Sustainability of a School-Based Physical Activity Initiative.

David Bezeau1, Sylvie Beaudoin1, Jonathan Chevrier2

  • 1Department of Kinanthropology, University of Sherbrooke, Sherbrooke, Canada.

The Journal of School Health
|May 26, 2026
PubMed
Summary

Quebec's "Let's Move at School!" policy aims for 60 minutes of daily physical activity in elementary schools. Successful implementation requires strong governance, staff support, and pupil involvement for equitable health benefits.

Keywords:
physical educationpolicy implementationprogram sustainabilityschool healthschool‐based physical activitystudent engagementwhole‐school approach

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Visualization of Intensity Levels to Reduce the Gap Between Self-Reported and Directly Measured Physical Activity

Published on: March 7, 2019

Area of Science:

  • Public Health
  • School Health Policy
  • Childhood Physical Activity

Background:

  • Childhood physical inactivity is a significant public health issue in Quebec.
  • The
  • Let's Move at School!
  • policy was implemented in 2018 to promote 60 minutes of daily moderate-to-vigorous physical activity (MVPA) during the elementary school day.
  • Challenges in policy implementation and sustainability persist.

Purpose of the Study:

  • To examine the implementation, facilitators, barriers, perceived impacts, and sustainability of the
  • Let's Move at School!
  • policy in Quebec elementary schools.
  • To identify factors influencing the successful and equitable delivery of school-based physical activity interventions.

Main Methods:

  • A 5-year qualitative study (2018-2023) involving 21 elementary schools.
  • Conducted 258 interviews with school staff and 134 pupils.
  • Utilized thematic analysis to understand implementation processes and influencing factors.

Main Results:

  • Implementation was facilitated by structured governance, principal support, adequate staffing, and leadership from physical education and health (PEH) teachers.
  • Pupil engagement in activity selection boosted motivation and ownership.
  • Perceived benefits included enhanced concentration, behavior, and well-being, but were hindered by funding issues, staff turnover, and curriculum misalignment.

Conclusions:

  • Achieving equitable health benefits from the 60-minute MVPA target requires more than just the policy itself.
  • Coherent organizational structures, sustained support for teachers, and stable, equity-focused funding are crucial for successful and sustainable implementation.
  • Strengthening pupil voice and aligning policies with the PEH curriculum are essential to reduce implementation gaps.