Evaluating the scaling up of an effective implementation intervention (PACE) to increase the delivery of a mandatory physical activity policy in primary schools
Abstract Background Physically Active Children in Education (PACE) is an effective implementation intervention for increasing the number of minutes classroom teachers schedule physical activity each week. To date, evaluations of PACE have included a smaller number of schools from only one region in...
| Main Authors: | , , , , , , , , , , , , , , , , |
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| Format: | Article |
| Language: | English |
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BMC
2023-09-01
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| Series: | International Journal of Behavioral Nutrition and Physical Activity |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12966-023-01498-y |
| _version_ | 1797556398457880576 |
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| author | Alix Hall Cassandra Lane Luke Wolfenden John Wiggers Rachel Sutherland Nicole McCarthy Rebecca Jackson Adam Shoesmith Christophe Lecathelinais Penny Reeves Adrian Bauman Karen Gillham James Boyer Patti-Jean Naylor Nicola Kerr Nicole Kajons Nicole Nathan |
| author_facet | Alix Hall Cassandra Lane Luke Wolfenden John Wiggers Rachel Sutherland Nicole McCarthy Rebecca Jackson Adam Shoesmith Christophe Lecathelinais Penny Reeves Adrian Bauman Karen Gillham James Boyer Patti-Jean Naylor Nicola Kerr Nicole Kajons Nicole Nathan |
| author_sort | Alix Hall |
| collection | DOAJ |
| description | Abstract Background Physically Active Children in Education (PACE) is an effective implementation intervention for increasing the number of minutes classroom teachers schedule physical activity each week. To date, evaluations of PACE have included a smaller number of schools from only one region in New South Wales Australia. If PACE is to have population-wide benefits we must be able to deliver this support to a larger number of schools across multiple regions. This study aimed to evaluate the scale-up of PACE. Methods An uncontrolled before and after study, with 100 schools from three regions was conducted. Participating schools received PACE for approximately 12 months. We assessed the following outcomes: delivery of the evidence-based intervention (EBI) (i.e. minutes of physical activity scheduled by classroom teachers per week); delivery of the implementation strategies (i.e. reach, dose delivered, adherence and indicators of sustainability); and key determinants of implementation (i.e. acceptability of strategies and cost). Data were collected via project officer records, and principal and teacher surveys. Linear mixed models were used to assess EBI delivery by evaluating the difference in the mean minutes teachers scheduled physical activity per week from baseline to follow-up. Descriptive data were used to assess delivery of the implementation strategies and their perceived acceptability (i.e. PACE). A prospective, trial-based economic evaluation was used to assess cost. Results Delivery of the EBI was successful: teachers increas their average minutes of total physical activity scheduled across the school week by 26.8 min (95% CI: 21.2, 32.4, p < 0.001) after receiving PACE. Indicators for delivery of implementation strategies were high: 90% of consenting schools received all strategies and components (reach); 100% of strategies were delivered by the provider (dose); >50% of schools adhered to the majority of strategies (11 of the 14 components); and acceptability was > 50% agreement for all strategies. The incremental cost per additional minute of physical activity scheduled per week was $27 per school (Uncertainty Interval $24, $31). Conclusions PACE can be successfully delivered across multiple regions and to a large number of schools. Given the ongoing and scalable benefits of PACE, it is important that we continue to extend and improve this program while considering ways to reduce the associated cost. |
| first_indexed | 2024-03-10T17:01:18Z |
| format | Article |
| id | doaj.art-ce71ee08a9d14b68aa5895cf2b76dd03 |
| institution | Directory Open Access Journal |
| issn | 1479-5868 |
| language | English |
| last_indexed | 2024-03-10T17:01:18Z |
| publishDate | 2023-09-01 |
| publisher | BMC |
| record_format | Article |
| series | International Journal of Behavioral Nutrition and Physical Activity |
| spelling | doaj.art-ce71ee08a9d14b68aa5895cf2b76dd032023-11-20T10:57:21ZengBMCInternational Journal of Behavioral Nutrition and Physical Activity1479-58682023-09-0120111410.1186/s12966-023-01498-yEvaluating the scaling up of an effective implementation intervention (PACE) to increase the delivery of a mandatory physical activity policy in primary schoolsAlix Hall0Cassandra Lane1Luke Wolfenden2John Wiggers3Rachel Sutherland4Nicole McCarthy5Rebecca Jackson6Adam Shoesmith7Christophe Lecathelinais8Penny Reeves9Adrian Bauman10Karen Gillham11James Boyer12Patti-Jean Naylor13Nicola Kerr14Nicole Kajons15Nicole Nathan16School of Medicine and Public Health, The University of NewcastleSchool of Medicine and Public Health, The University of NewcastleSchool of Medicine and Public Health, The University of NewcastleSchool of Medicine and Public Health, The University of NewcastleSchool of Medicine and Public Health, The University of NewcastleSchool of Medicine and Public Health, The University of NewcastleSchool of Medicine and Public Health, The University of NewcastleSchool of Medicine and Public Health, The University of NewcastleHunter New England Population Health, Hunter New England Area Health ServiceSchool of Medicine and Public Health, The University of NewcastleSchool of Medicine and Public Health, The University of NewcastleSchool of Medicine and Public Health, The University of NewcastleSchool Sport Unit, NSW Department of EducationSchool of Exercise Science, Physical and Health Education, University of VictoriaHealth Promotion, Mid North Coast Local Health DistrictHealth Promotion and Population Health Improvement, Central Coast Local Health DistrictSchool of Medicine and Public Health, The University of NewcastleAbstract Background Physically Active Children in Education (PACE) is an effective implementation intervention for increasing the number of minutes classroom teachers schedule physical activity each week. To date, evaluations of PACE have included a smaller number of schools from only one region in New South Wales Australia. If PACE is to have population-wide benefits we must be able to deliver this support to a larger number of schools across multiple regions. This study aimed to evaluate the scale-up of PACE. Methods An uncontrolled before and after study, with 100 schools from three regions was conducted. Participating schools received PACE for approximately 12 months. We assessed the following outcomes: delivery of the evidence-based intervention (EBI) (i.e. minutes of physical activity scheduled by classroom teachers per week); delivery of the implementation strategies (i.e. reach, dose delivered, adherence and indicators of sustainability); and key determinants of implementation (i.e. acceptability of strategies and cost). Data were collected via project officer records, and principal and teacher surveys. Linear mixed models were used to assess EBI delivery by evaluating the difference in the mean minutes teachers scheduled physical activity per week from baseline to follow-up. Descriptive data were used to assess delivery of the implementation strategies and their perceived acceptability (i.e. PACE). A prospective, trial-based economic evaluation was used to assess cost. Results Delivery of the EBI was successful: teachers increas their average minutes of total physical activity scheduled across the school week by 26.8 min (95% CI: 21.2, 32.4, p < 0.001) after receiving PACE. Indicators for delivery of implementation strategies were high: 90% of consenting schools received all strategies and components (reach); 100% of strategies were delivered by the provider (dose); >50% of schools adhered to the majority of strategies (11 of the 14 components); and acceptability was > 50% agreement for all strategies. The incremental cost per additional minute of physical activity scheduled per week was $27 per school (Uncertainty Interval $24, $31). Conclusions PACE can be successfully delivered across multiple regions and to a large number of schools. Given the ongoing and scalable benefits of PACE, it is important that we continue to extend and improve this program while considering ways to reduce the associated cost.https://doi.org/10.1186/s12966-023-01498-ySchoolPhysical activityScale-up |
| spellingShingle | Alix Hall Cassandra Lane Luke Wolfenden John Wiggers Rachel Sutherland Nicole McCarthy Rebecca Jackson Adam Shoesmith Christophe Lecathelinais Penny Reeves Adrian Bauman Karen Gillham James Boyer Patti-Jean Naylor Nicola Kerr Nicole Kajons Nicole Nathan Evaluating the scaling up of an effective implementation intervention (PACE) to increase the delivery of a mandatory physical activity policy in primary schools International Journal of Behavioral Nutrition and Physical Activity School Physical activity Scale-up |
| title | Evaluating the scaling up of an effective implementation intervention (PACE) to increase the delivery of a mandatory physical activity policy in primary schools |
| title_full | Evaluating the scaling up of an effective implementation intervention (PACE) to increase the delivery of a mandatory physical activity policy in primary schools |
| title_fullStr | Evaluating the scaling up of an effective implementation intervention (PACE) to increase the delivery of a mandatory physical activity policy in primary schools |
| title_full_unstemmed | Evaluating the scaling up of an effective implementation intervention (PACE) to increase the delivery of a mandatory physical activity policy in primary schools |
| title_short | Evaluating the scaling up of an effective implementation intervention (PACE) to increase the delivery of a mandatory physical activity policy in primary schools |
| title_sort | evaluating the scaling up of an effective implementation intervention pace to increase the delivery of a mandatory physical activity policy in primary schools |
| topic | School Physical activity Scale-up |
| url | https://doi.org/10.1186/s12966-023-01498-y |
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