Implementing Multilevel School-Based Physical Activity Interventions Using Core Implementation Components Model

BACKGROUND: Evidence-based comprehensive physical activity programs developed for public schools are abundant yet a theoretical framework for implementation of these programs is lacking. Implementation science in public service organizations is an emerging area of research, but has not been widely successful in the area of physical activity implementation in public schools. METHODS: Factors influencing the implementation of physical activity programs in public schools have been explored. RESULTS: To assist federal, state, and local policymakers in developing or enforcing existing policy, this paper provides an integrated theoretical framework, which will address the need for implementation of interventions to increase school-based physical activity programs. CONCLUSION: We propose a sustainable model of implementation for increasing moderate to vigorous physical activity in public schools using Core Implementation Components theory for organizations and policymakers.