Evaluating InPACT Intervention-Context Fit in Resource-Limited School Districts in Central Michigan

Background

Many school-based physical activity (PA) interventions are implemented without adequately assessing their contextual fit, which can hinder their effectiveness and sustainment, ultimately reducing their impact on student health and well-being. This study aimed to assess the pre-implementation fit of the Interrupting Prolonged Sitting with ACTivity (InPACT) classroom PA intervention in one resource-limited intermediate school district (ISD; encompassing 16 local districts and 32 elementary schools) in central Michigan.

Methods

Assessments were conducted by the regional school health coordinator and ISD support staff during 2020–2021, using the Hexagon Discussion and Analysis Tool. Ratings on a 5-point Likert scale were totaled for need, fit, support, evidence, usability, and capacity.

Results

The first assessment score was 19/30; the second assessment score was 28/30, indicating a 47% increase in fit over a year. Field notes revealed a growing need for school-based PA due to limited opportunities during COVID-19. Improvements in support, fit, evidence, usability, and capacity were linked to enhanced knowledge and capacity of the regional school health coordinator.

Implications for School Health Policy, Practice, and Equity

The initial misalignment between intervention and context highlights the importance of addressing contextual barriers in resource-limited schools to effectively promote PA equity.

Conclusions

By conducting multiple assessments, schools can identify and address barriers to intervention fit, increasing readiness and the likelihood of successful implementation.