School-Based Physical Activity Program Implementation Is Enhanced With Support From Community-Based Partners

IF 1.8 4区医学 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of School Health Pub Date : 2025-01-12 DOI:10.1111/josh.13531

Thomas Packebush, Katherine Ahern, Barbara Brody, Katherine Gunter

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引用次数: 0

Abstract

Background

School-based physical activity (PA) programs are an equitable, evidence-based approach to combat health and PA disparities. This study examined factors associated with implementation of BE Physically Active 2Day (BEPA 2.0), a K-5 school-based PA program, and examined how support from Cooperative Extension via Supplemental Nutrition Assistance Program Education (SNAP-Ed) partners influenced implementation.

Methods

Teachers in schools receiving BEPA 2.0 trainings were surveyed about program use 3–6 months post-training. Descriptive and chi-square analyses were conducted to evaluate the relationships between implementation factors (e.g., training, support, barriers) and program delivery. Logistic regression was used to summarize the odds of program delivery related to implementation factors.

Findings

Responses were returned by 355 teachers. The odds of program delivery among trained respondents were 2.64 (1.22, 5.47) times the odds among untrained respondents. Most implementors (72.4%) provided activities 1–2 times/week. More frequent implementation (≥ 3 times/week) [OR = 2.43 (1.27, 4.73)] and fewer barriers were reported among those who received support from SNAP-Ed partners (p = 0.01).

Implications for School Health Policy, Practice, and Equity

SNAP-Ed program partnerships should be considered when implementing school-based strategies to increase PA opportunities for vulnerable youth.

Conclusions

High PA program implementation among trained teachers was enhanced with partner support.

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在社区合作伙伴的支持下，加强了学校体育活动计划的实施。

背景：以学校为基础的体育活动（PA）计划是一种公平的、基于证据的方法，可以消除健康和PA差异。本研究调查了与实施bepa2.0相关的因素，bepa2.0是一项基于K-5学校的体育活动计划，并调查了通过补充营养援助计划教育（SNAP-Ed）合作伙伴的合作推广如何影响实施。方法：对接受过BEPA 2.0培训的学校教师进行培训后3 ~ 6个月的程序使用情况调查。描述性和卡方分析被用来评估实施因素（例如，培训、支持、障碍）和项目交付之间的关系。使用逻辑回归来总结与实施因素相关的计划交付的几率。调查结果：355名教师回复了问卷。在受过培训的受访者中，项目交付的几率是未受过培训的受访者的2.64（1.22,5.47）倍。大多数实现者（72.4%）每周提供1-2次活动。在接受SNAP-Ed伙伴支持的患者中，实施频率更高（≥3次/周）[OR = 2.43(1.27, 4.73)]，障碍更少（p = 0.01）。对学校卫生政策、实践和公平的影响：在实施以学校为基础的战略以增加弱势青年PA机会时，应考虑SNAP-Ed计划伙伴关系。结论：在合作伙伴的支持下，高PA计划在受过培训的教师中的实施得到了加强。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of School Health 医学-公共卫生、环境卫生与职业卫生

CiteScore

3.70

自引率

9.10%

发文量

134

审稿时长

6-12 weeks

期刊介绍： Journal of School Health is published 12 times a year on behalf of the American School Health Association. It addresses practice, theory, and research related to the health and well-being of school-aged youth. The journal is a top-tiered resource for professionals who work toward providing students with the programs, services, and environment they need for good health and academic success.