Academic Journal
School-Based Physical Activity Program Implementation Is Enhanced with Support from Community-Based Partners
| Τίτλος: | School-Based Physical Activity Program Implementation Is Enhanced with Support from Community-Based Partners |
|---|---|
| Γλώσσα: | English |
| Συγγραφείς: | Thomas Packebush (ORCID |
| Πηγή: | Journal of School Health. 2025 95(1):26-33. |
| Διαθεσιμότητα: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Ημερομηνία έκδοσης: | 2025 |
| Τύπος εγγράφου: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education |
| Descriptors: | Physical Activity Level, Teacher Attitudes, Physical Education, Evidence Based Practice, Program Implementation, Kindergarten, Elementary School Students, Partnerships in Education, School Policy, Health Promotion, Federal Programs, Nutrition, Welfare Services |
| Laws, Policies and Program Identifiers: | Supplemental Nutrition Assistance Program (SNAP) |
| DOI: | 10.1111/josh.13531 |
| ISSN: | 0022-4391 1746-1561 |
| Περίληψη: | Background: School-based physical activity (PA) programs are an equitable, evidence-based approach to combat health and PA disparities. This study examined factors associated with implementation of BE Physically Active 2Day (BEPA 2.0), a K-5 school-based PA program, and examined how support from Cooperative Extension via Supplemental Nutrition Assistance Program Education (SNAP-Ed) partners influenced implementation. Methods: Teachers in schools receiving BEPA 2.0 trainings were surveyed about program use 3-6 months post-training. Descriptive and chi-square analyses were conducted to evaluate the relationships between implementation factors (e.g., training, support, barriers) and program delivery. Logistic regression was used to summarize the odds of program delivery related to implementation factors. Findings: Responses were returned by 355 teachers. The odds of program delivery among trained respondents were 2.64 (1.22, 5.47) times the odds among untrained respondents. Most implementors (72.4%) provided activities 1-2 times/week. More frequent implementation (= 3 times/week) [OR = 2.43 (1.27, 4.73)] and fewer barriers were reported among those who received support from SNAP-Ed partners (p = 0.01). Implications for School Health Policy, Practice, and Equity: SNAP-Ed program partnerships should be considered when implementing school-based strategies to increase PA opportunities for vulnerable youth. Conclusions: High PA program implementation among trained teachers was enhanced with partner support. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Αριθμός Καταχώρησης: | EJ1457638 |
| Βάση Δεδομένων: | ERIC |
| ISSN: | 0022-4391 1746-1561 |
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| DOI: | 10.1111/josh.13531 |