scholarly journals  Physical activity in the classroom: Using RE-AIM to evaluate a national school reform – a mixed methods study

2021 ◽  
Author(s):  
Sofie Koch ◽  
Charlotte Skau Pawlowski ◽  
Thomas Skovgaard ◽  
Natascha Holbæk Pedersen ◽  
Jens Troelsen
Keyword(s):  
Physical Activity ◽  
Public Schools ◽  
Mixed Methods ◽  
School Reform ◽  
Implementation Process ◽  
Structured Interview ◽  
School Management ◽  
Evaluation Tool ◽  
Structured Interviews ◽  
Competencies Development

Abstract Background In 2014, the Danish Government introduced a wide-ranging school reform that applied to all public schools in Denmark. A distinctive feature of the reform was that it became mandatory to implement an average of 45 minutes of daily physical activity within the curriculum. Using the RE-AIM framework as an evaluation tool, the objective of the current study was to evaluate the reach, effectiveness, adoption, implementation, and maintenance of mandatory physical activity within curriculum at ten Danish schools. Methods A complementary mixed methods approach using accelerometers, questionnaires, and semi-structured interviews was conducted. A total of 11 representative school were invited to participate, including 993 students, 131 teachers, and 11 school managers. Students were invited to wear an accelerometer for seven consecutive days. Teachers were invited to participate in a questionnaire and school managers were encouraged to take part in a semi-structured interview. Results A total of 10 schools were included in the analysis, including 846 students, 76 teachers, and 10 school managers. Results showed that, on average, 45.2% of the students were active at least 45 minutes daily within curriculum. Teacher and school management interest in physical activity, competencies development, and shared decision-making were identified as central factors for adoption of the requirement. Scheduling physical activity within timetables and collaborations with external parties were found to influence the implementation dimension. Finally, internal coordination, motivated school staff, and school management priority were identified as centrals factors for maintenance. Conclusions This study provides an evaluation on a national physical activity requirement in Danish public schools. When introcuding a wide-ranging national requirement on physical activity within curriculum, school managers need to prioritize and support the implementation process. Teachers need to be involved in the decision processes, in order to ensure motivation and local ownership. The study also highlight the benefits of an internal coordinator as well as development of a shared strategy among schools, municipalities, and other stakeholders in order to succeed with the implementation.

scholarly journals Exploring implementation of a nationwide requirement to increase physical activity in the curriculum in Danish public schools: a mixed methods study

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Sofie Koch ◽  
Charlotte Skau Pawlowski ◽  
Thomas Skovgaard ◽  
Natascha Holbæk Pedersen ◽  
Jens Troelsen
Keyword(s):  
Physical Activity ◽  
Public Schools ◽  
Mixed Methods ◽  
Implementation Process ◽  
Structured Interview ◽  
School Management ◽  
Evaluation Tool ◽  
Structured Interviews ◽  
Competencies Development ◽  
Central Factors

Abstract Background In 2014, the Danish Government introduced a wide-ranging school reform that applied to all public schools in Denmark. A distinctive feature of the reform was that it became mandatory to implement an average of 45 min of daily physical activity within the curriculum. Using the RE-AIM framework as an evaluation tool, the objective of the current study was to evaluate the reach, effectiveness, adoption, implementation, and maintenance of mandatory physical activity within the curriculum at ten Danish schools. Methods A complementary mixed-methods approach using accelerometers, questionnaires, and semi-structured interviews was conducted. A total of 10 schools were invited to participate, including 846 students, 76 teachers, and 10 school managers on various levels. Students were invited to wear an accelerometer for seven consecutive days. Teachers were invited to participate in a questionnaire, and school managers were encouraged to take part in a semi-structured interview. Results Results showed that, on average, 45.2% of the students were active at least 45 min daily within the curriculum. Teacher and school management interest in physical activity, competencies development, and shared decision-making were identified as central factors for adoption of the requirement. Scheduling physical activity within scheduels and collaborations with external parties were found to influence implementation. Finally, internal coordination, motivated school staff, and school management priority were identified as central factors for maintenance. Conclusions This study provides an evaluation on a nationwide physical activity requirement in Danish public schools. When introducing a wide-ranging nation-wide requirement on physical activity within the curriculum, school managers need to prioritize and support the implementation process. Teachers need to be involved in the decision processes in order to ensure motivation and local ownership. The study also highlights the benefits of an internal coordinator as well as development of a shared strategy among schools, municipalities, and other stakeholders in order to succeed with the implementation.

Diversity in teachers’ approaches to movement integration: A qualitative study of lower secondary school teachers’ perceptions of a state school reform involving daily physical activity

2019 ◽  
Vol 26 (2) ◽  
pp. 429-447
Author(s):  
Henrik Taarsted Jørgensen ◽  
Sine Agergaard ◽  
Michalis Stylianou ◽  
Jens Troelsen
Keyword(s):  
Physical Activity ◽  
Qualitative Study ◽  
School Reform ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Teachers Perceptions ◽  
Physical Activity Policy ◽  
Danish School ◽  
Group Interviews ◽  
Movement Integration

In the context of implementing a physical activity policy as part of a national school reform in Denmark, the purpose of this study was to explore lower secondary teachers’ interpretations and perceptions of the physical activity policy with a focus on movement integration. In total, 14 teachers from four different schools were selected to take part in this qualitative study, which involved semi-structured interviews, focus group interviews, go-along observations and informal interviews. A thematic analysis framework was employed to identify and describe patterns of meaning within data. The findings showed substantial diversity among teachers’ interpretations and perceptions of movement integration, and consequently a lack of definitional clarity regarding movement integration and a possible misalignment between policy and practice. Teachers’ perceptions and interpretations of movement integration were influenced by other and more prioritised policies and discourses regarding academic achievement, as well as by intrapersonal, interpersonal and institutional factors. The findings also suggested a lack of support and collaboration within the school and provided insights into the strengths and weaknesses associated with the autonomy afforded in the Danish school reform.

scholarly journals Effect of a brief physical activity-based presentation by a former patient for men treated with radical prostatectomy for prostate cancer: a mixed methods pilot study

2020 ◽  
Vol 29 (1) ◽  
pp. 145-154
Author(s):  
Louis Fox ◽  
Theresa Wiseman ◽  
Declan Cahill ◽  
Louisa Fleure ◽  
Janette Kinsella ◽  
...  
Keyword(s):  
Quality Of Life ◽  
Physical Activity ◽  
Prostate Cancer ◽  
Mixed Methods ◽  
Pragmatic Trial ◽  
Behavioural Intervention ◽  
Structured Interviews ◽  
Exercise Specialist ◽  
Clinically Significant

Abstract Purpose Existing research indicates that physical activity (PA) is beneficial to men with prostate cancer (PCa). We examined the potential of a single-contact peer-support-based behavioural intervention to promote PA engagement in men treated for PCa. Methods A mixed methods design was employed, comprising a two-arm pragmatic trial and semi-structured interviews. The intervention was a 10-min PA-based presentation by a former patient, delivered in group seminars that are provided for patients as standard care. Seminars were alternately allocated to (a) cancer exercise specialist talk + patient speaker talk or (b) cancer exercise specialist talk only. Self-reported PA, exercise motivation, quality of life, fatigue and clinical and demographic characteristics were obtained from n = 148 (intervention: n = 69; control: n = 79) patients immediately prior to the seminar, and at follow-up ≈ 100 days later. Data were analysed using ANCOVA models and χ2 tests. Fourteen semi-structured interviews with intervention participants, which explored how the intervention was experienced, were analysed using a grounded theory-style approach. Results The intervention had no significant effect on quantitatively self-reported PA (p = 0.4). However, the intervention was statistically and clinically beneficial for fatigue (p = 0.04) and quality of life (p = 0.01). Qualitative analysis showed that the intervention was beneficial to psychological wellbeing and some participants had increased intention to engage in PA as a result of the intervention. Conclusions A brief one-off PA-based presentation for men with PCa, delivered by a former patient alongside cancer exercise specialist advice, may result in clinically significant benefits to quality of life and may influence PA intention in certain individuals.

scholarly journals Benefits and Challenges of Peer Observation Among Saudi EFL Female Teachers in Public Schools

2020 ◽  
Vol 12 (6) ◽  
pp. 150
Author(s):  
Eatedal Alghamdi ◽  
Turki Alsolami
Keyword(s):  
Saudi Arabia ◽  
Public Schools ◽  
Mixed Methods ◽  
Research Design ◽  
Mixed Methods Research ◽  
Structured Interview ◽  
Peer Observation ◽  
Teachers Perceptions ◽  
Effective Implementation ◽  
Female Teachers

This study aims to explore perceptions of the benefits and challenges of peer observation among EFL female teachers in Saudi Arabia working in public schools. A mixed-methods research design was adopted, and two sets of data were collected. The first data was collected using a questionnaire where 231 teachers filled, to elicit teachers’ perceptions. The second set of data was collected through a semi-structured interview with six teachers to understand further teachers’ perceptions and challenges to peer observation in their contexts. Findings indicate that despite teachers' positive perceptions shown in the question sure results, interviews revealed that teachers are faced with various challenges that hinder the effective implementation of peer observation. 

Barriers to Implementation of Physical Activity in Danish Public Schools

2020 ◽  
pp. 1-10
Author(s):  
Sofie Koch ◽  
Jens Troelsen ◽  
Samuel Cassar ◽  
Charlotte Skau Pawlowski
Keyword(s):  
Physical Activity ◽  
Public Schools ◽  
School Management ◽  
Management Team ◽  
Successful Implementation ◽  
Socioecological Model ◽  
Team Members ◽  
Public School Reform ◽  
New Public ◽  
Barriers To Implementation

Purpose: In 2014, the Danish Government introduced a new public school reform, which included implementation of 45 min of daily physical activity (PA) within the academic classroom curriculum. The purpose of the present study was to explore school staff’s perceived barriers to implementation of a national PA policy. Method: A mixed-methods approach using a questionnaire and semistructured interviews was conducted. A total of 198 teachers and 26 school management team members (principals, deputy principals, and leading teachers) from 31 schools completed a questionnaire, and 11 school management team members were interviewed. The socioecological model was used as a theoretical framework to examine the results. Results: A total of 15 different barriers were identified and reflected within all levels of the socioecological model. Facilities, motivation, and time were the most prominent barriers identified. Conclusion: Development and deployment of a national PA policy needs to be done in cooperation with consumers from all levels within the socioecological model to ensure successful implementation.

scholarly journals Barriers and Facilitators for the Implementation and Evaluation of Community-Based Interventions to Promote Physical Activity and Healthy Diet: A Mixed Methods Study in Argentina

2019 ◽  
Vol 16 (2) ◽  
pp. 213 ◽  
Author(s):  
Maria Belizan ◽  
R. Chaparro ◽  
Marilina Santero ◽  
Natalia Elorriaga ◽  
Nadja Kartschmit ◽  
...  
Keyword(s):  
Physical Activity ◽  
Mixed Methods ◽  
Local Community ◽  
Project Evaluation ◽  
Political Support ◽  
Healthy Diet ◽  
Barriers And Facilitators ◽  
Structured Interviews ◽  
Community Based Interventions ◽  
Community Based

Background: Obesogenic environments promote sedentary behavior and high dietary energy intake. The objective of the study was to identify barriers and facilitators to the implementation and impact evaluation of projects oriented to promote physical activity and healthy diet at community level. We analyzed experiences of the projects implemented within the Healthy Municipalities and Communities Program (HMCP) in Argentina. Methods: A mixed methods approach included (1) in-depth semi-structured interviews, with 44 stakeholders; and (2) electronic survey completed by 206 individuals from 96 municipalities across the country. Results: The most important barriers included the lack of: adequate funding (43%); skilled personnel (42%); equipment and material resources (31%); technical support for data management and analysis (20%); training on project designs (12%); political support from local authorities (17%) and acceptance of the proposed intervention by the local community (9%). Facilitators included motivated local leaders, inter-sectorial participation and seizing local resources. Project evaluation was mostly based on process rather than outcome indicators. Conclusions: This study contributes to a better understanding of the difficulties in the implementation of community-based intervention projects. Findings may guide stakeholders on how to facilitate local initiatives. There is a need to improve project evaluation strategies by incorporating process, outcome and context specific indicators.

scholarly journals Public spaces and physical activity in adults: insights from a mixed-methods study

2021 ◽  
Vol 37 (1) ◽  
Author(s):  
Ietza Bojorquez ◽  
Maria de Lourdes Romo-Aguilar ◽  
Lina Ojeda-Revah ◽  
Fernando Tena ◽  
Francisco Lara-Valencia ◽  
...  
Keyword(s):  
Physical Activity ◽  
Mixed Methods ◽  
Qualitative Data ◽  
Health Benefit ◽  
Positive Association ◽  
Household Survey ◽  
Public Spaces ◽  
Mixed Methods Study ◽  
Structured Interviews ◽  
Potential Health

Abstract: Public spaces could promote health equity by providing a place for people to engage in physical activity. Whereas most studies show a positive association between public spaces and physical activity, there are still mixed results, especially in low- and middle-income countries. The objectives of this mixed-methods study were: (i) to assess the quantitative association between access to public spaces and physical activity; (ii) to assess the modification of the association by public spaces quality, area-level walkability, and social stratifiers; (iii) to explain the quantitative results using qualitative data. Quantitative data were obtained with a household survey in two arid-climate Mexican cities in 2017-2018. physical activity was measured with the Global Physical Activity Questionnaire. Access to public spaces was measured in buffers centered on survey blocks, walkability with area-level indicators, and public spaces quality with the Physical Activity Resources Assessment. Qualitative data were obtained with semi-structured interviews and neighborhood observation. No quantitative association between access to public spaces and physical activity was found, as well as no interactions between access to public spaces and other variables. Walkability was positively associated with physical activity. Qualitative analysis showed that local public spaces were rarely used by adults because they were perceived as small, unequipped, unattractive, and unsafe. The results shed light on the relationship between public spaces and physical activity, highlighting the improvements in design and upkeep of public spaces that are necessary to achieve their potential health benefit.

scholarly journals A formação continuada do Pacto Nacional pelo Fortalecimento do Ensino Médio na Gerência Regional de Educação de Chapecó, SC

Roteiro ◽  
2018 ◽  
Vol 43 ◽  
pp. 345
Author(s):  
Sandra Maria Zardo Morescho ◽  
Nadir Castilho Delizoicov
Keyword(s):  
High School ◽  
Public Schools ◽  
School Reform ◽  
High School Reform ◽  
Structured Interview ◽  
Continuous Training ◽  
Santa Catarina ◽  
Education Management ◽  
The Face ◽  
Regional Education

Resumo: Este artigo apresenta dados de pesquisa qualitativa sobre a formação continuada de professores ofertada por meio do Pacto Nacional pelo Fortalecimento do Ensino Médio (PNEM) nos anos 2014 e 2015. O objetivo no trabalho foi investigar as percepções dos orientadores de estudo do Pacto sobre a formação desenvolvida com professores de 10 escolas públicas estaduais pertencentes à Gerência Regional de Educação (Gered) de Chapecó, no Oeste de Santa Catarina. Os dados foram obtidos por meio de entrevista semiestruturada, e a análise apresenta o parecer do orientador de estudo, as dificuldades enfrentadas e o término do PNEM diante da Reforma do Ensino Médio. Os resultados indicaram a significância da formação, que contribuiu para o reconhecimento do estudante do ensino médio enquanto sujeito. A finalização do PNEM é tida como aspecto lamentável, associada ao temor do aumento da desvalorização e precarização da docência com a Reforma do Ensino Médio.Palavras-chave: PNEM. Orientador de estudo. Formação continuada de professores. Reforma do Ensino Médio.The continous training of National Covenant for Improving High School in Regional Education Management of Chapecó, SC Abstract: This paper presents data from a qualitative research on a continuous training of teachers, carried out through the National Covenant for Improving High School (PNEM) in 2014 and 2015. This research aimed to investigate the perceptions of the study supervisors of the covenant on the training developed with teachers from ten state public schools belonging to the Regional Education Management (Gered) of Chapecó, in the West of Santa Catarina. The data were obtained through a semi-structured interview and the analysis presents the opinion of the study supervisors, difficulties faced during the training process and the evaluation about the end of the PNEM in the face of the High School Reform. The results indicated the significance of the training, especially for contributing to the recognition of the high school student as a subject. The end of PNEM is considered a regrettable aspect, associated with the fear of increasing devaluation and precariousness of teaching with the High School Reform.Keywords: PNEM. Study supervisors. Continuous teacher training. High School Reform. La formación continuada del Pacto Nacional pelo Fortalecimiento de la Enseñanza Media en la Gerencia Regional de Educación de Chapecó, SCResumen: Este artículo presenta datos de pesquisa cualitativa sobre la formación continuada de profesores, ofrecida por medio del Pacto Nacional pelo Fortalecimiento de la Enseñanza Media (PNEM) en los años de 2014 y 2015. El objetivo del trabajo fue investigar las percepciones de los orientadores de estudio del Pacto sobre la formación desarrollada junto a profesores de diez escuelas públicas estaduales pertenecientes a la Gerencia Regional de Educación (Gered) de Chapecó, en el Oeste de Santa Catarina. Los datos fueron obtenidos a través de entrevista semiestructurada y el análisis presenta el parecer de orientadores de estudio, dificultades enfrentadas durante el proceso formativo y la evaluación acerca del término del PNEM delante de la Reforma de la Enseñanza Media. Los resultados indicaron la importancia de la formación, especialmente por contribuir para el reconocimiento del estudiante de la enseñanza secundaria como sujeto. La finalización del PNEM es considerada como aspecto lamentable, relacionada al temor del aumento de la desvalorización y precarización de la docencia con la Reforma de la Enseñanza Media.Palabras clave: PNEM. Orientador de estudio. Formación continuada de profesores. Reforma de la Enseñanza Media.

scholarly journals GESTÃO DEMOCRÁTICA: uma reflexão a partir da percepção dos gestores escolares

2020 ◽  
Vol 27 (4) ◽  
pp. 315
Author(s):  
Ana Lúcia Cunha Duarte
Keyword(s):  
Public Schools ◽  
School Administration ◽  
School Administrators ◽  
Methodological Approach ◽  
School Management ◽  
Academic Community ◽  
Structured Interviews ◽  
Democratic Management ◽  
Democratic School ◽  
Perceptions Of School

A questão central do presente estudo é a análise da percepção dos gestores escolares da rede de ensino público municipal de São Luís sobre gestão democrática. A análise dos dados da pesquisa que foram obtidos de entrevistas semiestruturadas realizadas com 15 (quinze) gestores escolares fundamenta-se em autores como: Libâneo; Oliveira; Toschi (2013); Lück (2011, 2016); Paro (2011, 2015); Dourado (2007), entre outros. Para garantir o anonimato, codificamos todos os participantes da pesquisa, para não serem identificados. Concluídas as análises, consideramos que os resultados poderão subsidiar a comunidade acadêmica em outras pesquisas similares, além de fornecerem dados à Secretaria de Educação do Municípios (SEMED). O artigo está dividido em 5 (cinco) seções: a introdução, que apresenta o objetivo, a questão central, a abordagem metodológica da pesquisa e os instrumentos de coleta de dados. Na segunda seção, aborda-se a administração escolar: o desafio da superação da lógica da empresa na escola pública. Na terceira seção, discutimos a gestão escolar democrática e suas implicações na qualidade do ensino, objetivando reforçar a importância da participação da comunidade escolar no projeto de melhoria da educação ofertada. Na quarta seção, apresentamos as percepções dos gestores escolares, relativas à gestão democrática, a partir das falas dos entrevistados. Por último, as considerações finais, que contemplam uma rápida análise das percepções dos gestores.    Palavras – chave: Gestão escolar democrática. Administração escolar. Qualidade.DEMOCRATIC MANAGEMENT: a reflection from the perception of school managersAbstractThe central issue of the present study is the analysis of the perception of school administrators of the São Luís public school system about democratic management. The analysis of the research data obtained from semi-structured interviews carried out with 15 (fifteen) school managers is based on authors such as: Libâneo; Oliveira; Toschi (2013); Lück (2011, 2016); Paro (2011, 2015); Dourado (2007), among others. In order to guarantee anonymity, we coded all research participants, so as not to be identified. After the analysis is completed, we believe that the results may support the academic community in other similar research, in addition to providing data to the Municipal Education Secretariat (SEMED). The article is divided into 5 (five) sections: the introduction, which presents the objective, the central question, the methodological approach of the research and the data collection instruments. In the second section, school administration is addressed: the challenge of overcoming the company's logic in public schools. In the third section, we discuss democratic school management and its implications for the quality of teaching, aiming to reinforce the importance of school community participation in the project to improve the education offered. In the fourth section, we present the perceptions of school managers, regarding democratic management, based on the interviewees' statements. Finally, the final considerations, which include a quick analysis of the managers' perceptions.Keywords: Democratic school management. School administration. Quality.GESTIÓN DEMOCRÁTICA: una reflexión desde la percepción de los gerentes escolaresResumen El tema central del presente estudio es el análisis de la percepción de los administradores escolares del sistema de escuelas públicas de São Luís sobre la gestión democrática. El análisis de los datos de investigación obtenidos de entrevistas semiestructuradas realizadas con 15 (quince) directores escolares se basa en autores como: Libâneo; Oliveira Toschi (2013); Lück (2011, 2016); Paro (2011, 2015); Dourado (2007), entre otros. Para garantizar el anonimato, codificamos a todos los participantes de la investigación, para no ser identificados. Una vez completado el análisis, creemos que los resultados pueden apoyar a la comunidad académica en otras investigaciones similares, además de proporcionar datos a la Secretaría Municipal de Educación (SEMED). El artículo está dividido en 5 (cinco) secciones: la introducción, que presenta el objetivo, la pregunta central, el enfoque metodológico de la investigación y los instrumentos de recolección de datos. En la segunda sección, se aborda la administración escolar: el desafío de superar la lógica de la empresa en las escuelas públicas. En la tercera sección, discutimos la gestión democrática de la escuela y sus implicaciones para la calidad de la enseñanza, con el objetivo de reforzar la importancia de la participación de la comunidad escolar en el proyecto para mejorar la educación ofrecida. En la cuarta sección, presentamos las percepciones de los gerentes escolares, con respecto a la gestión democrática, basadas en las declaraciones de los entrevistados. Finalmente, las consideraciones finales, que incluyen un análisis rápido de las percepciones de los gerentes.Palabras clave: gestión escolar democrática. Administración escolar. Calidad. 

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