Implementation evaluation of a professional development program for comprehensive school physical activity leaders

Russell L. Carson; Ann Pulling Kuhn; Justin B. Moore; Darla M. Castelli; Aaron Beighle; Katie L. Hodgin; Brian Dauenhauer

doi:10.1016/j.pmedr.2020.101109

Implementation evaluation of a professional development program for comprehensive school physical activity leaders

Russell L. Carson, Ann Pulling Kuhn, Justin B. Moore, Darla M. Castelli, Aaron Beighle, Katie L. Hodgin, Brian Dauenhauer

Kinesiology and Health Promotion

Research output: Contribution to journal › Article › peer-review

4 Scopus citations

Abstract

The purpose of this study was to conduct an implementation monitoring evaluation of a yearlong comprehensive school physical activity program (CSPAP) professional development program across eight multi-state physical education (PE) teacher cohorts. Mixed-method data were collected during a three-year implementation period via workshop attendance sheets and evaluations, post-workshop implementation plans and artifacts, and follow-up phone interviews to enumerate and evaluate the program's process of recruitment, reach, dose delivered, dose received, fidelity, and context. Recruitment strategies reached a total of 234 PE teacher attendees across eight workshops, with 77 PE teachers (primarily female, elementary, public school teachers) completing all program requirements. Facilitators among full program completers were participation incentives and network opportunities, while common inhibitors were difficulty with online technology and perceptions of added workload. Completers submitted implementation plans with at least three action steps, ranging from 4 to 7 months to accomplish, that predominately commenced with securing administration approval as the first step (81%), focused on implementing student physical activity initiatives beyond PE (76%), and evidenced with mostly picture artifacts (78%). Implementation was facilitated by the presence of multilevel support at school and an elevated image of PE and PE teachers at school, and was inhibited by scheduling constraints, unrealistic planning, and conflicting perceptions of physical activity and PE. Overall, this evaluation reveals unique perspectives of PE teachers regarding schoolwide PA promotion and informs future efforts to target and effectively support CSPAP leaders.

Original language	English
Article number	101109
Journal	Preventive Medicine Reports
Volume	19
DOIs	https://doi.org/10.1016/j.pmedr.2020.101109
State	Published - Sep 2020

Bibliographical note

Funding Information:
The authors thank Taylor Heinen, Kathryn McKey, Allison L. Raguse, Brandon J. Kuhn, and Keith D. Randazzo who assisted with the training workshops and data collection. The task force members were Russell Carson, Aaron Beighle, and Darla Castelli (co-chairs), and Melanie Moore, Georgi Roberts, and Kimberly Ward; Cheryl Richardson actively participated as the SHAPE America representative. This work was collectively funded by the National Association for Sport and Physical Education, unified and renamed as SHAPE America – Society of Health and Physical Educators, and the Active Living Research program of the Robert Wood Johnson Foundation (I.D. 69549), with in-kind support from the Louisiana Department of Education and the Kansas Health Foundation.

Funding Information:
This work was collectively funded by the National Association for Sport and Physical Education , unified and renamed as SHAPE America – Society of Health and Physical Educators, and the Active Living Research program of the Robert Wood Johnson Foundation (I.D. 69549), with in-kind support from the Louisiana Department of Education and the Kansas Health Foundation .

Publisher Copyright:
© 2020 The Authors

Keywords

Coordinator
Physical Activity Leader
School champion
School health
Whole-of-school

ASJC Scopus subject areas

Health Informatics
Public Health, Environmental and Occupational Health

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

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10.1016/j.pmedr.2020.101109

Cite this

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title = "Implementation evaluation of a professional development program for comprehensive school physical activity leaders",

abstract = "The purpose of this study was to conduct an implementation monitoring evaluation of a yearlong comprehensive school physical activity program (CSPAP) professional development program across eight multi-state physical education (PE) teacher cohorts. Mixed-method data were collected during a three-year implementation period via workshop attendance sheets and evaluations, post-workshop implementation plans and artifacts, and follow-up phone interviews to enumerate and evaluate the program's process of recruitment, reach, dose delivered, dose received, fidelity, and context. Recruitment strategies reached a total of 234 PE teacher attendees across eight workshops, with 77 PE teachers (primarily female, elementary, public school teachers) completing all program requirements. Facilitators among full program completers were participation incentives and network opportunities, while common inhibitors were difficulty with online technology and perceptions of added workload. Completers submitted implementation plans with at least three action steps, ranging from 4 to 7 months to accomplish, that predominately commenced with securing administration approval as the first step (81%), focused on implementing student physical activity initiatives beyond PE (76%), and evidenced with mostly picture artifacts (78%). Implementation was facilitated by the presence of multilevel support at school and an elevated image of PE and PE teachers at school, and was inhibited by scheduling constraints, unrealistic planning, and conflicting perceptions of physical activity and PE. Overall, this evaluation reveals unique perspectives of PE teachers regarding schoolwide PA promotion and informs future efforts to target and effectively support CSPAP leaders.",

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Implementation evaluation of a professional development program for comprehensive school physical activity leaders

Abstract

Bibliographical note

Keywords

ASJC Scopus subject areas

UN SDGs

Access to Document

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