scholarly journals Evaluating the Implementation of the SWITCH® School Wellness Intervention and Capacity-Building Process through Multiple Methods

2020 ◽  
Author(s):  
Gabriella M McLoughlin ◽  
Priscila Candal ◽  
Spyridoula Vazou ◽  
Joey A. Lee ◽  
David A. Dzewaltowski ◽  
...  
Keyword(s):  
Physical Education ◽  
Best Practices ◽  
Capacity Building ◽  
Qualitative Data ◽  
Specific Capacity ◽  
Organizational Capacity ◽  
School Capacity ◽  
School Wellness ◽  
Building Process ◽  
Over Time

Abstract Background: School wellness programming is important for promoting healthy lifestyles and academic achievement in youth; however, research is needed on methods that can help schools implement and sustain such programs on their own. The purpose of this study was to investigate factors within and outside the school environment that influenced school capacity for implementation and potential sustainability of wellness programming. Methods: As part of the School Wellness Integration Targeting Child Health (SWITCH®) intervention, elementary school wellness teams (N = 30) were guided through a capacity-building process focused on promoting the adoption of healthy lifestyle behaviors in students. Data on implementation were collected through three standardized surveys and interviews (pre-mid-post) and a post-implementation interview. Indicators of organizational capacity were assessed using the School Wellness Readiness Assessment (SWRA). Paired t-tests were run to assess changes in implementation (classroom, physical education, and lunchroom settings), capacity, and stakeholder engagement over time. One-way analysis of variance (ANOVA) tests were run to examine how implementation of best practices (low, moderate, high) explained differences in capacity gains. Qualitative data were analyzed through inductive and deductive analysis, following the Consolidated Framework for Implementation Research (CFIR). Results: Paired t-tests showed non-significant increases in school and setting-specific capacity and implementation of SWITCH best practices over time, in addition to a consistent level of engagement from key stakeholders. ANOVA results revealed positive, non-significant variances between implementation group and gains in school capacity (F[2,24] = 1.63; p = .21), class capacity (F[2,24]=0.20 p=.82), lunchroom capacity (F[2,24]=0.29; p=.78), and physical education (F[2,24]=1.45; p=.25). Qualitative data demonstrated that factors within the outer setting (i.e., engaging community partners) facilitated programming. Inner-setting factors (i.e., relationships with administration and staff) influenced implementation. Implementation process themes (e.g., planning, adaptation of resources to meet school capacity/needs, and engaging students as leaders) were cited as key facilitators. Schools discussed factors affecting sustainability, such as school culture and knowledge of school wellness policy. Conclusions: The results from this implementation study document the importance of allowing schools to adapt programming to meet their local needs, and highlight the strengths of measuring multiple implementation outcomes. Increased support is needed for schools regarding the formation and improvement of wellness policies as a means to enhance sustainability over time.

scholarly journals Evaluating the implementation of the SWITCH® school wellness intervention and capacity-building process through multiple methods

2020 ◽  
Vol 17 (1) ◽  
Author(s):  
Gabriella M. McLoughlin ◽  
Priscila Candal ◽  
Spyridoula Vazou ◽  
Joey A. Lee ◽  
David A. Dzewaltowski ◽  
...  
Keyword(s):  
Physical Education ◽  
Best Practices ◽  
Capacity Building ◽  
Qualitative Data ◽  
Specific Capacity ◽  
Organizational Capacity ◽  
School Capacity ◽  
School Wellness ◽  
Building Process ◽  
Over Time

Abstract Background School wellness programming is important for promoting healthy lifestyles and academic achievement in youth; however, research is needed on methods that can help schools implement and sustain such programs on their own. The purpose of this study was to investigate factors within and outside the school environment that influenced school capacity for implementation and potential sustainability of wellness programming. Methods As part of the School Wellness Integration Targeting Child Health (SWITCH®) intervention, elementary school wellness teams (N = 30) were guided through a capacity-building process focused on promoting the adoption of healthy lifestyle behaviors in students. Data on implementation were collected through three standardized surveys and interviews (pre-mid-post) and a post-implementation interview. Indicators of organizational capacity were assessed using the School Wellness Readiness Assessment (SWRA). Paired t-tests were run to assess changes in implementation (classroom, physical education, and lunchroom settings), capacity, and stakeholder engagement over time. One-way analysis of variance (ANOVA) tests were run to examine how implementation of best practices (low, moderate, high) explained differences in capacity gains. Qualitative data were analyzed through inductive and deductive analysis, following the Consolidated Framework for Implementation Research (CFIR). Results Paired t-tests showed non-significant increases in school and setting-specific capacity and implementation of SWITCH best practices over time, in addition to a consistent level of engagement from key stakeholders. ANOVA results revealed non-significant associations between implementation group and gains in school capacity (F [2, 24] = 1.63; p = .21), class capacity (F [2, 24]=0.20 p = .82), lunchroom capacity (F [2, 24]=0.29; p = .78), and physical education (F [2, 24]=1.45; p = .25). Qualitative data demonstrated that factors within the outer setting (i.e., engaging community partners) facilitated programming. Inner-setting factors (i.e., relationships with administration and staff) influenced implementation. Implementation process themes (e.g., planning, adaptation of resources to meet school capacity/needs, and engaging students as leaders) were cited as key facilitators. Schools discussed factors affecting sustainability, such as school culture and knowledge of school wellness policy. Conclusions The results from this implementation study document the importance of allowing schools to adapt programming to meet their local needs, and highlight the strengths of measuring multiple implementation outcomes. Increased support is needed for schools regarding the formation and improvement of wellness policies as a means to enhance sustainability over time.

scholarly journals Evaluating the Implementation of the SWITCH® School Wellness Intervention and Capacity-Building Process through Multiple Methods

2020 ◽  
Author(s):  
Gabriella M McLoughlin ◽  
Priscila Candal ◽  
Spyridoula Vazou ◽  
Joey A. Lee ◽  
David A. Dzewaltowski ◽  
...  
Keyword(s):  
Physical Education ◽  
Best Practices ◽  
Capacity Building ◽  
Qualitative Data ◽  
Specific Capacity ◽  
Organizational Capacity ◽  
School Capacity ◽  
School Wellness ◽  
Building Process ◽  
Over Time

Abstract Background: School wellness programming is important for promoting healthy lifestyles and academic achievement in youth; however, research is needed on methods that can help schools implement and sustain such programs on their own. The purpose of this study was to investigate factors within and outside the school environment that influenced school capacity for implementation and potential sustainability of wellness programming. Methods: As part of the School Wellness Integration Targeting Child Health (SWITCH®) intervention, elementary school wellness teams (N = 30) were guided through a capacity-building process focused on promoting the adoption of healthy lifestyle behaviors in students. Data on implementation were collected through three standardized surveys and interviews (pre-mid-post) and a post-implementation interview. Indicators of organizational capacity were assessed using the School Wellness Readiness Assessment (SWRA). Paired t-tests were run to assess changes in implementation (classroom, physical education, and lunchroom settings), capacity, and stakeholder engagement over time. One-way analysis of variance (ANOVA) tests were run to examine how implementation of best practices (low, moderate, high) explained differences in capacity gains. Qualitative data were analyzed through inductive and deductive analysis, following the Consolidated Framework for Implementation Research (CFIR). Results: Paired t-tests showed non-significant increases in school and setting-specific capacity and implementation of SWITCH best practices over time, in addition to a consistent level of engagement from key stakeholders. ANOVA results revealed positive, non-significant variances between implementation group and gains in school capacity (F[2,24] = 1.63; p = .21), class capacity (F[2,24]=0.20 p=.82), lunchroom capacity (F[2,24]=0.29; p=.78), and physical education (F[2,24]=1.45; p=.25). Qualitative data demonstrated that factors within the outer setting (i.e., engaging community partners) facilitated programming. Inner-setting factors (i.e., relationships with administration and staff) influenced implementation. Implementation process themes (e.g., planning, adaptation of resources to meet school capacity/needs, and engaging students as leaders) were cited as key facilitators. Schools discussed factors affecting sustainability, such as school culture and knowledge of school wellness policy. Conclusions: Findings suggest a potential relationship between implementation and capacity change, which is the primary goal of SWITCH. The results document the importance of allowing schools to adapt programming to meet their local needs.

scholarly journals Evaluating the Implementation of the SWITCH® School Wellness Intervention Through Mixed Methods

2020 ◽  
Author(s):  
Gabriella M McLoughlin ◽  
Priscila Candal ◽  
Spyridoula Vazou ◽  
Joey A Lee ◽  
David A Dzewaltowski ◽  
...  
Keyword(s):  
Physical Education ◽  
Best Practices ◽  
School Environment ◽  
Qualitative Data ◽  
Healthy Lifestyle ◽  
Specific Capacity ◽  
Organizational Capacity ◽  
School Capacity ◽  
School Wellness ◽  
Over Time

Abstract Background: School wellness programming is important for promoting academic achievement and healthy lifestyles in youth; however, research is needed on methods that can help schools implement and sustain programs on their own. The purpose of this study was to investigate factors within and outside the school environment that impacted school capacity for implementation and potential sustainability of wellness programming. Methods: As part of the School Wellness Integration Targeting Child Health (SWITCH®) intervention, elementary school wellness teams (N=30) were guided through a capacity-building process focused on promoting the adoption of healthy lifestyle behaviors in students. Data on implementation were collected through three standardized surveys and interviews (pre-mid-post) and a post-implementation interview. Indicators of organizational capacity were assessed using the School Wellness Readiness Assessment (SWRA). Paired t-tests were run to assess changes in implementation (classroom, physical education, lunchroom settings), capacity, and stakeholder engagement over time. One-way analysis of variance (ANOVA) tests were run to examine how implementation of best practices (low, moderate, high) explained differences in capacity gains. Qualitative data were analyzed through inductive and deductive analysis, following the Consolidated Framework for Implementation Research (CFIR). Results: Paired t-tests showed non-significant increases in school and setting-specific capacity and implementation of SWITCH best practices over time, in addition to a consistent level of engagement from key stakeholders. ANOVA analyses revealed positive, non-significant variances between implementation group and gains in school capacity (F[2,24]=1.63; p=.21), class capacity (F[2,24]=0.20 p=.82), lunchroom capacity (F[2,24]=0.29; p=.78), and physical education (F[2,24]=1.45; p=.25). Qualitative data demonstrated factors within the outer setting (i.e., engaging community partners) that facilitated programming. Inner-setting factors (i.e., relationships with administration and staff) significantly affected implementation. Implementation process construct themes (e.g., planning, adaptation of resources to meet school capacity/needs, and engaging students as leaders) were cited as key facilitators. Schools discussed factors impacting sustainability, such school culture and knowledge of school wellness policy. Conclusions: Findings suggest a modest but important impact of implementation on capacity change which is the primary goal of SWITCH. The results document the importance of allowing schools to adapt programming to meet their local needs.Trial Registration: NCT04045288

scholarly journals Evaluating The Implementation of The SWITCH® School Wellness Intervention Through Mixed Methods

2020 ◽  
Author(s):  
Gabriella M. McLoughlin ◽  
Priscila Candal ◽  
Spyridoula Vazou ◽  
Joey A. Lee ◽  
David A. Dzewaltowski ◽  
...  
Keyword(s):  
Physical Education ◽  
Best Practices ◽  
School Environment ◽  
Qualitative Data ◽  
Healthy Lifestyle ◽  
Specific Capacity ◽  
Organizational Capacity ◽  
School Capacity ◽  
School Wellness ◽  
Over Time

Abstract Background: School wellness programming is important for promoting academic achievement and healthy lifestyles in youth; however, research is needed on methods that can help schools implement and sustain programs on their own. The purpose of this study was to investigate factors within and outside the school environment that impacted school capacity for implementation and potential sustainability of wellness programming. Methods: As part of the School Wellness Integration Targeting Child Health (SWITCH®) intervention, elementary school wellness teams (N=30) were guided through a capacity-building process focused on promoting the adoption of healthy lifestyle behaviors in students. Data on implementation were collected through three standardized surveys and interviews (pre-mid-post) and a post-implementation interview. Indicators of organizational capacity were assessed using the School Wellness Readiness Assessment (SWRA). Paired t-tests were run to assess changes in implementation (classroom, physical education, lunchroom settings), capacity, and stakeholder engagement over time. One-way analysis of variance (ANOVA) tests were run to examine how implementation of best practices (low, moderate, high) explained differences in capacity gains. Qualitative data were analyzed through inductive and deductive analysis, following the Consolidated Framework for Implementation Research (CFIR). Results: Paired t-tests showed non-significant increases in school and setting-specific capacity and implementation of SWITCH best practices over time, in addition to a consistent level of engagement from key stakeholders. ANOVA analyses revealed positive, non-significant variances between implementation group and gains in school capacity (F[2,24]=1.63; p=.21), class capacity (F[2,24]=0.20 p=.82), lunchroom capacity (F[2,24]=0.29; p=.78), and physical education (F[2,24]=1.45; p=.25). Qualitative data demonstrated factors within the outer setting (i.e., engaging community partners) that facilitated programming. Inner-setting factors (i.e., relationships with administration and staff) significantly affected implementation. Implementation process construct themes (e.g., planning, adaptation of resources to meet school capacity/needs, and engaging students as leaders) were cited as key facilitators. Schools discussed factors impacting sustainability, such school culture and knowledge of school wellness policy. Conclusions: Findings suggest a modest but important impact of implementation on capacity change which is the primary goal of SWITCH. The results document the importance of allowing schools to adapt programming to meet their local needs.

Students’ ability beliefs about running in physical education: Qualitative findings from longitudinal data

2020 ◽  
pp. 1356336X2094990
Author(s):  
Ping Xiang ◽  
Jiling Liu ◽  
Weidong Li ◽  
Jianmin Guan
Keyword(s):  
Physical Education ◽  
Qualitative Data ◽  
Implicit Theories ◽  
Social Comparisons ◽  
Eighth Grade ◽  
Physical Education Teachers ◽  
Ability Beliefs ◽  
Task Mastery ◽  
Implicit Theories Of Ability ◽  
Over Time

Students’ ability beliefs about running activities in physical education/athletics classes were investigated longitudinally from the perspectives of Nicholls’ conceptions of ability and Dweck’s implicit theories of ability. The data for this study were provided by 44 students (20 boys; 24 girls) who participated in a larger longitudinal project on students’ running motivation in schools. They were individually interviewed from fourth to eighth grade. All interviews were tape-recorded and transcribed verbatim for inductive analysis, revealing the criteria that students used to assess their own ability in running and reasons why they believed they could improve their ability in running. Frequencies and percentages were computed to determine changes in students’ ability assessment criteria over time. Results showed that students used ability, effort, task mastery, intra-individual comparisons, and social comparisons as criteria to assess their own ability in running as they progressed from the fourth to eighth grade. However, they increasingly used social comparison in assessment as they became older. Most students believed they could improve their ability in running, suggesting that they were incremental theorists. Ability/maturation, effort, experiences, and influences from significant others were cited as contributors to their beliefs about improving running ability. This study took the first step to provide longitudinal qualitative data on students’ ability beliefs about running in physical education/athletics classes. Findings of the study revealed students became more concerned with social comparisons in their ability assessments over time and held a belief that they could improve their own running ability. The implications of these findings for physical education teachers are discussed.

Integrating Best Practices in ELL Classrooms with Quality Physical Education Instruction

2015 ◽  
Vol 86 (3) ◽  
pp. 51-53
Author(s):  
Yara Santillan ◽  
Jennifer M. Jacobs ◽  
Paul M. Wright
Keyword(s):  
Physical Education ◽  
Best Practices

Teachers’ Engagement With Professional Development to Support Implementation of Meaningful Physical Education

2021 ◽  
pp. 1-10
Author(s):  
Stephanie Beni ◽  
Tim Fletcher ◽  
Déirdre Ní Chróinín
Keyword(s):  
Professional Development ◽  
Physical Education ◽  
Community Of Practice ◽  
Qualitative Data ◽  
Pedagogical Approach ◽  
Pedagogical Innovation

Purpose: The purposes of this research were to design a professional development (PD) initiative to introduce teachers to a pedagogical innovation—the Meaningful Physical Education (PE) approach—and to understand their experiences of the PD process. Method: Twelve PE teachers in Canada engaged in an ongoing PD initiative, designed around characteristics of effective PD, across two school years as they learned about and implemented Meaningful PE. Qualitative data were collected and analyzed. Findings: This research showed that teachers valued a community of practice and modeling when learning to implement Meaningful PE. While teachers were mostly favorable to the PD design, there were several tensions between ideal and realistic forms of PD. Discussion: This research offers support for several characteristics of effective PD to support teachers’ implementation of a novel pedagogical approach and highlights the need to balance tensions in providing forms of PD that are both effective and practical.

Increased adoption of best practices in ecological forecasting enables comparisons of forecastability across systems

2021 ◽  
Author(s):  
Abigail S. L. Lewis ◽  
Whitney M. Woelmer ◽  
Heather L. Wander ◽  
Dexter W. Howard ◽  
John W. Smith ◽  
...  
Keyword(s):  
Decision Support ◽  
Best Practices ◽  
Forecast Skill ◽  
Robust Analysis ◽  
Ecological Forecasting ◽  
Workflow Automation ◽  
Future Developments ◽  
Current State ◽  
Near Term ◽  
Over Time

Near-term iterative forecasting is a powerful tool for ecological decision support and has the potential to transform our understanding of ecological predictability. However, to this point, there has been no cross-ecosystem analysis of near-term ecological forecasts, making it difficult to synthesize diverse research efforts and prioritize future developments for this emerging field. In this study, we analyzed 178 near-term ecological forecasting papers to understand the development and current state of near-term ecological forecasting literature and compare forecast skill across ecosystems and variables. Our results indicate that near-term ecological forecasting is widespread and growing: forecasts have been produced for sites on all seven continents and the rate of forecast publication is increasing over time. As forecast production has accelerated, a number of best practices have been proposed and application of these best practices is increasing. In particular, data publication, forecast archiving, and workflow automation have all increased significantly over time. However, adoption of proposed best practices remains low overall: for example, despite the fact that uncertainty is often cited as an essential component of an ecological forecast, only 45% of papers included uncertainty in their forecast outputs. As the use of these proposed best practices increases, near-term ecological forecasting has the potential to make significant contributions to our understanding of predictability across scales and variables. In this study, we found that forecast skill decreased in predictable patterns over 1–7 day forecast horizons. Variables that were closely related (i.e., chlorophyll and phytoplankton) displayed very similar trends in predictability, while more distantly related variables (i.e., pollen and evapotranspiration) exhibited significantly different patterns. Increasing use of proposed best practices in ecological forecasting will allow us to examine the forecastability of additional variables and timescales in the future, providing a robust analysis of the fundamental predictability of ecological variables.

Changes in Middle School Students’ Motivation Toward Physical Education Over One School Year

2009 ◽  
Vol 28 (4) ◽  
pp. 378-399 ◽  
Author(s):  
Zan Gao ◽  
Amelia M. Lee ◽  
Melinda A. Solmon ◽  
Tao Zhang
Keyword(s):  
Middle School ◽  
Physical Education ◽  
Middle School Students ◽  
Self Efficacy ◽  
Educational Practice ◽  
Future Research ◽  
School Students ◽  
Task Values ◽  
The Mean ◽  
Over Time

This study investigated the relationships and mean-level changes of middle school students’ motivation (expectancy-related beliefs, task values, self-efficacy, and outcome expectancy) toward physical education over time, and how gender affected students’ motivation. Participants (N = 206) completed questionnaires over a 1-year period: once in the sixth and seventh grades and again in the seventh and eighth grades. Results yielded that self-efficacy and task values were positive predictors of students’ intention across cohorts. The mean levels of self-efficacy decreased over time for students in Cohort 1 (across sixth and seventh grades). However, results revealed a consistent decline in the mean levels of other motivational variables for both cohorts. No gender differences emerged for the variables. The findings are discussed in regard to the implications for educational practice, and future research areas are presented.

Sign in / Sign up

Export Citation Format

Share Document