关于创建活跃学校在英国布拉德福德的影响和实施的初步见解
Jade L Morris1,2, Anna E Chalkley3,4, Zoe E Helme5,3
1Faculty of Life Sciences and Health Studies, University of Bradford, Richmond Road, Bradford, UK. j.l.morris@bradford.ac.uk.
概括
创建积极的学校 (CAS) 通过解决实施挑战,成功实施全校体育活动计划. 成功的关键因素包括学校的购买和支持过程,尽管更广泛的覆盖范围和文化转变仍然是需要改进的领域.
科学领域:
- 实施科学 实施科学
- 公共卫生 公共卫生
- 行为科学 行为科学
背景情况:
- 很少有全校体育活动计划利用实施科学框架.
- 缺乏对支持大规模实施的因素的知识.
- 使用能力,机会,动机和行为 (COM-B) 和实施研究综合框架 (CFIR) 共同设计的创建积极学校 (CAS) 计划.
研究的目的:
- 了解9个月的布拉德福德CAS计划的初始影响和实施情况.
- 为了利用McKay的等. " (2019) 实施评估路线图用于评估.
- 确定影响全校体育活动倡议的采用,覆盖和可持续性的关键因素.
主要方法:
- 通过重点小组和与学校工作人员,CAS冠军和战略领导的采访收集的定性数据.
- 使用感应和演主题分析分析数据,采用编码书方法.
- 演分析将数据映射到McKay等人. 实施评估的路线图. 实施评估的路线图.
主要成果:
- 成功采用与感知质量,与学校价值观一致以及支持实施流程相关.
- 实践社区促进了校际支持.
- 挑战包括学校内的范围有限,工作人员的自我能力,以及学校文化的转变,导致各种各样的吸收.
结论:
- CAS实施的成功因素包括可接受性,干预的复杂性,学校文化和利益相关者的自我有效性.
- 麦凯的路线图和CFIR的联合使用提供了一个严格的评估方法.
- 这项研究促进了对实施和评估全校体育活动计划的理解.
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