Initial insights into the impact and implementation of Creating Active Schools in Bradford, UK
BACKGROUND: Few whole-school physical activity programmes integrate implementation science frameworks within the design, delivery, and evaluation. As a result, knowledge of the key factors that support implementation at scale is lacking. The Creating Active Schools (CAS) programme was co-designed an...
Autores principales: | , , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
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BioMed Central
2023
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10320983/ https://www.ncbi.nlm.nih.gov/pubmed/37408045 http://dx.doi.org/10.1186/s12966-023-01485-3 |
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author | Morris, Jade L. Chalkley, Anna E. Helme, Zoe E. Timms, Oliver Young, Emma McLoughlin, Gabriella M. Bartholomew, John B. Daly-Smith, Andy |
author_facet | Morris, Jade L. Chalkley, Anna E. Helme, Zoe E. Timms, Oliver Young, Emma McLoughlin, Gabriella M. Bartholomew, John B. Daly-Smith, Andy |
author_sort | Morris, Jade L. |
collection | PubMed |
description | BACKGROUND: Few whole-school physical activity programmes integrate implementation science frameworks within the design, delivery, and evaluation. As a result, knowledge of the key factors that support implementation at scale is lacking. The Creating Active Schools (CAS) programme was co-designed and is underpinned by the Capability, Opportunity, Motivation and Behaviour (COM-B) model and the Consolidated Framework for Implementation Research (CFIR). The study aims to understand the initial impact and implementation of CAS in Bradford over 9 months using McKay’s et al.’s (2019) implementation evaluation roadmap. METHODS: Focus groups and interviews were conducted with school staff (n = 30, schools = 25), CAS Champions (n = 9), and the CAS strategic lead (n = 1). Qualitative data were analysed both inductively and deductively. The deductive analysis involved coding data into a priori themes based on McKay et al’s implementation evaluation roadmap, using a codebook approach to thematic analysis. The inductive analysis included producing initial codes and reviewing themes before finalising. RESULTS: Identified themes aligned into three categories: (i) key ingredients for successful adoption and implementation of CAS, (ii) CAS implementation: challenges and solutions, and (iv) the perceived effectiveness of CAS at the school level. This included the willingness of schools to adopt and implement whole-school approaches when they are perceived as high quality and aligned with current school values. The programme implementation processes were seen as supportive; schools identified and valued the step-change approach to implementing CAS long-term. Formal and informal communities of practice provided “safe spaces” for cross-school support. Conversely, challenges persisted with gaining broader reach within schools, school staff’s self-competence and shifting school culture around physical activity. This resulted in varied uptake between and within schools. CONCLUSIONS: This study provides novel insights into the implementation of CAS, with outcomes aligning to the adoption, reach, and sustainability. Successful implementation of CAS was underpinned by determinants including acceptability, intervention complexity, school culture and school stakeholders’ perceived self-efficacy. The combination of McKay’s evaluation roadmap and CFIR establishes a rigorous approach for evaluating activity promotion programmes underpinned by behavioural and implementation science. Resultantly this study offers originality and progression in understanding the implementation and effectiveness of whole-school approaches to physical activity. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12966-023-01485-3. |
format | Online Article Text |
id | pubmed-10320983 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2023 |
publisher | BioMed Central |
record_format | MEDLINE/PubMed |
spelling | pubmed-103209832023-07-06 Initial insights into the impact and implementation of Creating Active Schools in Bradford, UK Morris, Jade L. Chalkley, Anna E. Helme, Zoe E. Timms, Oliver Young, Emma McLoughlin, Gabriella M. Bartholomew, John B. Daly-Smith, Andy Int J Behav Nutr Phys Act Research BACKGROUND: Few whole-school physical activity programmes integrate implementation science frameworks within the design, delivery, and evaluation. As a result, knowledge of the key factors that support implementation at scale is lacking. The Creating Active Schools (CAS) programme was co-designed and is underpinned by the Capability, Opportunity, Motivation and Behaviour (COM-B) model and the Consolidated Framework for Implementation Research (CFIR). The study aims to understand the initial impact and implementation of CAS in Bradford over 9 months using McKay’s et al.’s (2019) implementation evaluation roadmap. METHODS: Focus groups and interviews were conducted with school staff (n = 30, schools = 25), CAS Champions (n = 9), and the CAS strategic lead (n = 1). Qualitative data were analysed both inductively and deductively. The deductive analysis involved coding data into a priori themes based on McKay et al’s implementation evaluation roadmap, using a codebook approach to thematic analysis. The inductive analysis included producing initial codes and reviewing themes before finalising. RESULTS: Identified themes aligned into three categories: (i) key ingredients for successful adoption and implementation of CAS, (ii) CAS implementation: challenges and solutions, and (iv) the perceived effectiveness of CAS at the school level. This included the willingness of schools to adopt and implement whole-school approaches when they are perceived as high quality and aligned with current school values. The programme implementation processes were seen as supportive; schools identified and valued the step-change approach to implementing CAS long-term. Formal and informal communities of practice provided “safe spaces” for cross-school support. Conversely, challenges persisted with gaining broader reach within schools, school staff’s self-competence and shifting school culture around physical activity. This resulted in varied uptake between and within schools. CONCLUSIONS: This study provides novel insights into the implementation of CAS, with outcomes aligning to the adoption, reach, and sustainability. Successful implementation of CAS was underpinned by determinants including acceptability, intervention complexity, school culture and school stakeholders’ perceived self-efficacy. The combination of McKay’s evaluation roadmap and CFIR establishes a rigorous approach for evaluating activity promotion programmes underpinned by behavioural and implementation science. Resultantly this study offers originality and progression in understanding the implementation and effectiveness of whole-school approaches to physical activity. SUPPLEMENTARY INFORMATION: The online version contains supplementary material available at 10.1186/s12966-023-01485-3. BioMed Central 2023-07-05 /pmc/articles/PMC10320983/ /pubmed/37408045 http://dx.doi.org/10.1186/s12966-023-01485-3 Text en © The Author(s) 2023 https://creativecommons.org/licenses/by/4.0/Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/ (https://creativecommons.org/publicdomain/zero/1.0/) ) applies to the data made available in this article, unless otherwise stated in a credit line to the data. |
spellingShingle | Research Morris, Jade L. Chalkley, Anna E. Helme, Zoe E. Timms, Oliver Young, Emma McLoughlin, Gabriella M. Bartholomew, John B. Daly-Smith, Andy Initial insights into the impact and implementation of Creating Active Schools in Bradford, UK |
title | Initial insights into the impact and implementation of Creating Active Schools in Bradford, UK |
title_full | Initial insights into the impact and implementation of Creating Active Schools in Bradford, UK |
title_fullStr | Initial insights into the impact and implementation of Creating Active Schools in Bradford, UK |
title_full_unstemmed | Initial insights into the impact and implementation of Creating Active Schools in Bradford, UK |
title_short | Initial insights into the impact and implementation of Creating Active Schools in Bradford, UK |
title_sort | initial insights into the impact and implementation of creating active schools in bradford, uk |
topic | Research |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10320983/ https://www.ncbi.nlm.nih.gov/pubmed/37408045 http://dx.doi.org/10.1186/s12966-023-01485-3 |
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