The role of the teacher in the implementation of a School-based intervention on the physical activity practice of children
INTRODUCTION: Medium or long term intervention strategies on physical activity practice (PAP) need to be more effective in their implementation by practitioners. The aim of this study was to evaluate the role of a teacher to implement the Team Pentathlon (TP) in order to improve the PAP in children. METHODS: 203 children (age: 10-13years), grades 5 and 6 (intervention group [IG] N = 104, control group [CG] N = 99) were guided to increase their PAP during an 8-week period by 5 elementary school teachers (physical education or classroom) who received 4 training sessions. Levels of PAP (self-reported) were compared between groups (IG/CG), sex, socioeconomic status of the schools and between teachers: baseline and during TP. RESULTS: Several teachers noted significant increases in PAP in the IG for both boys and girls (p<.05 or p<.01), whereas others found only small improvements in PAP. One teacher even observed higher PAP in the CG. Training session records revealed that the teacher himself, how the TP is implemented, and proper resources were the 3 elements that explained the successful implementation of the TP program. CONCLUSION: The implementation of the TP significantly increased the PAP in children. Training sessions helped teachers to implement the TP program but personal engagement, motivation, respecting protocol and adequate environment are necessary in improving the PAP of children.