Premium
Implementing and Evaluating Environmental and Policy Interventions for Promoting Physical Activity in Rural Schools
Author(s) -
Baker Elizabeth A.,
Elliott Michael,
Barnidge Ellen,
Estlund Amy,
Brownson Ross C.,
Milne Anne,
Kershaw Freda,
Hashimoto Derek
Publication year - 2017
Publication title -
journal of school health
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.851
H-Index - 86
eISSN - 1746-1561
pISSN - 0022-4391
DOI - 10.1111/josh.12522
Subject(s) - psychological intervention , intervention (counseling) , psychology , physical activity , medical education , focus group , applied psychology , medicine , business , physical therapy , marketing , psychiatry
BACKGROUND Schools are an important setting for improving behaviors associated with obesity, including physical activity. However, within schools there is often a tension between spending time on activities promoting academic achievement and those promoting physical activity.METHODS A community‐based intervention provided administrators and teachers with a training on evidence‐based public health and then collaborated with them to identify and implement environmental (walking track) and local school policy interventions (brain breaks). The evaluation included conducting in‐depth interviews and SOPLAY observations to assess the facilitators and barriers and impact of the dissemination of environmental and policy changes.RESULTS Individual, organizational, intervention, and contextual factors influenced dissemination. Teachers reported that brain breaks increased student focus and engagement with classroom material and decreased student behavioral problems. Students decreased sedentary behavior and increased vigorous behavior. Of the 4 schools, 2 increased walking.CONCLUSIONS Active dissemination of environmental and policy interventions by engaging school administrators and teachers in planning and implementation shows potential for increasing physical activity in rural school settings.