Examination of Shared Use and Community-School Partnerships in West Virginia Public Schools.

Abstract

Background: Research suggests that physical activity policy is emerging as an avenue to target physical activity behaviors. Shared use has been identified as a policy strategy to increase access to physical activity opportunities. Still, few studies have examined the shared use process and the partnerships at the policy and environmental levels within the local context.

Objectives: This study examined the influential factors of shared use initiatives and the community-school partnership.

Methods: A multiple case study method was utilized to investigate shared use policies and procedures. Seven interviews were conducted with nine combined participants from three schools. The qualitative data were analyzed using thematic analysis.

Results: Cross-case analysis revealed three salient themes: (1) the need for coordinated communication, (2) variation in partnership collaboration, and (3) fluctuation in the use of established policy.

Implications for policy: This study revealed gaps in communication from upper-level education administration, and having diverse partners can enhance shared use implementation efforts. Additionally, having a specific shared use policy was a nominal factor in schools participating in shared use.

Conclusion: The findings suggest that policy dissemination and education should be considered for local school administration and the community. Multifaceted partnerships are needed to implement robust shared use initiatives.