Initial insights into the impact and implementation of Creating Active Schools in Bradford, UK
Abstract 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-des...
| Main Authors: | , , , , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
BMC
2023-07-01
|
| Series: | International Journal of Behavioral Nutrition and Physical Activity |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12966-023-01485-3 |
| _version_ | 1827905195596578816 |
|---|---|
| author | Jade L. Morris Anna E. Chalkley Zoe E. Helme Oliver Timms Emma Young Gabriella M. McLoughlin John B. Bartholomew Andy Daly-Smith |
| author_facet | Jade L. Morris Anna E. Chalkley Zoe E. Helme Oliver Timms Emma Young Gabriella M. McLoughlin John B. Bartholomew Andy Daly-Smith |
| author_sort | Jade L. Morris |
| collection | DOAJ |
| description | Abstract 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. |
| first_indexed | 2024-03-13T00:39:28Z |
| format | Article |
| id | doaj.art-37c644b86ac5476f8b5f56123ac6cf57 |
| institution | Directory Open Access Journal |
| issn | 1479-5868 |
| language | English |
| last_indexed | 2024-03-13T00:39:28Z |
| publishDate | 2023-07-01 |
| publisher | BMC |
| record_format | Article |
| series | International Journal of Behavioral Nutrition and Physical Activity |
| spelling | doaj.art-37c644b86ac5476f8b5f56123ac6cf572023-07-09T11:25:18ZengBMCInternational Journal of Behavioral Nutrition and Physical Activity1479-58682023-07-0120111310.1186/s12966-023-01485-3Initial insights into the impact and implementation of Creating Active Schools in Bradford, UKJade L. Morris0Anna E. Chalkley1Zoe E. Helme2Oliver Timms3Emma Young4Gabriella M. McLoughlin5John B. Bartholomew6Andy Daly-Smith7Faculty of Life Sciences and Health Studies, University of BradfordCentre for Applied Education Research, Wolfson Centre for Applied Health Research, Bradford Royal InfirmaryFaculty of Life Sciences and Health Studies, University of BradfordReducing Inequalities in Communities schools project, Public Health, Department of Health & Wellbeing, City of Bradford Metropolitan District CouncilFaculty of Life Sciences and Health Studies, University of BradfordCollege of Public Health, Temple UniversityDepartment of Kinesiology and Health Education, The University of Texas at AustinFaculty of Life Sciences and Health Studies, University of BradfordAbstract 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.https://doi.org/10.1186/s12966-023-01485-3Creating Active SchoolsImplementation scienceWhole-school physical activityPhysical activity promotionChildrenImplementation outcomes |
| spellingShingle | Jade L. Morris Anna E. Chalkley Zoe E. Helme Oliver Timms Emma Young Gabriella M. McLoughlin John B. Bartholomew Andy Daly-Smith Initial insights into the impact and implementation of Creating Active Schools in Bradford, UK International Journal of Behavioral Nutrition and Physical Activity Creating Active Schools Implementation science Whole-school physical activity Physical activity promotion Children Implementation outcomes |
| 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 | Creating Active Schools Implementation science Whole-school physical activity Physical activity promotion Children Implementation outcomes |
| url | https://doi.org/10.1186/s12966-023-01485-3 |
| work_keys_str_mv | AT jadelmorris initialinsightsintotheimpactandimplementationofcreatingactiveschoolsinbradforduk AT annaechalkley initialinsightsintotheimpactandimplementationofcreatingactiveschoolsinbradforduk AT zoeehelme initialinsightsintotheimpactandimplementationofcreatingactiveschoolsinbradforduk AT olivertimms initialinsightsintotheimpactandimplementationofcreatingactiveschoolsinbradforduk AT emmayoung initialinsightsintotheimpactandimplementationofcreatingactiveschoolsinbradforduk AT gabriellammcloughlin initialinsightsintotheimpactandimplementationofcreatingactiveschoolsinbradforduk AT johnbbartholomew initialinsightsintotheimpactandimplementationofcreatingactiveschoolsinbradforduk AT andydalysmith initialinsightsintotheimpactandimplementationofcreatingactiveschoolsinbradforduk |