Implementation of triple the time spent on physical education in pre-school to 6th grade

A qualitative study from the programme managers' perspective

Jonas Vestergaard Nielsen, Heidi Klakk, Anna Bugge, Marianne Løgtholt Andreasen, Thomas Skovgaard

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

Resumé

Schools constitute an important arena for promoting physical activity. However, school-based programmes often face implementation challenges, and the identification of factors influencing the implementation process is considered important in order to secure the effectiveness of future interventions. The aim of this study was to identify factors influencing the various implementation stages during the initial years of a programme tripling the amount of physical education at the primary school level. Document analysis of publicly available programme descriptions and meeting minutes, were conducted. Document analysis was complemented by two semi-structured group interviews with main programme managers to gather in-depth programme experiences and perspectives. Results show that early involvement of schools may ensure the best possible match between programmes and the needs and resources of schools, and that an ongoing shared partnership may help programme managers address program challenges in early stages. It seems that predetermined core elements in programmes are essential. At the same time programmes must be flexible enough for adaptation to individual school contexts. Finally, the implementation of triple the amount of physical education, is supported by teachers receiving a professional development course focusing on how to organise outdoor physical education in different seasons and weather conditions.

OriginalsprogEngelsk
TidsskriftEvaluation and Program Planning
Vol/bind70
Sider (fra-til)51-60
ISSN0149-7189
DOI
StatusUdgivet - okt. 2018

Fingeraftryk

Physical Education and Training
physical education
school grade
education
manager
school
document analysis
Program Development
time
programme
Qualitative study
Education
Managers
implementation process
physical activity
Interviews
primary school

Citer dette

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abstract = "Schools constitute an important arena for promoting physical activity. However, school-based programmes often face implementation challenges, and the identification of factors influencing the implementation process is considered important in order to secure the effectiveness of future interventions. The aim of this study was to identify factors influencing the various implementation stages during the initial years of a programme tripling the amount of physical education at the primary school level. Document analysis of publicly available programme descriptions and meeting minutes, were conducted. Document analysis was complemented by two semi-structured group interviews with main programme managers to gather in-depth programme experiences and perspectives. Results show that early involvement of schools may ensure the best possible match between programmes and the needs and resources of schools, and that an ongoing shared partnership may help programme managers address program challenges in early stages. It seems that predetermined core elements in programmes are essential. At the same time programmes must be flexible enough for adaptation to individual school contexts. Finally, the implementation of triple the amount of physical education, is supported by teachers receiving a professional development course focusing on how to organise outdoor physical education in different seasons and weather conditions.",
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Implementation of triple the time spent on physical education in pre-school to 6th grade : A qualitative study from the programme managers' perspective. / Nielsen, Jonas Vestergaard; Klakk, Heidi; Bugge, Anna; Andreasen, Marianne Løgtholt; Skovgaard, Thomas.

I: Evaluation and Program Planning, Bind 70, 10.2018, s. 51-60.

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

TY - JOUR

T1 - Implementation of triple the time spent on physical education in pre-school to 6th grade

T2 - A qualitative study from the programme managers' perspective

AU - Nielsen, Jonas Vestergaard

AU - Klakk, Heidi

AU - Bugge, Anna

AU - Andreasen, Marianne Løgtholt

AU - Skovgaard, Thomas

N1 - Copyright © 2018 Elsevier Ltd. All rights reserved.

PY - 2018/10

Y1 - 2018/10

N2 - Schools constitute an important arena for promoting physical activity. However, school-based programmes often face implementation challenges, and the identification of factors influencing the implementation process is considered important in order to secure the effectiveness of future interventions. The aim of this study was to identify factors influencing the various implementation stages during the initial years of a programme tripling the amount of physical education at the primary school level. Document analysis of publicly available programme descriptions and meeting minutes, were conducted. Document analysis was complemented by two semi-structured group interviews with main programme managers to gather in-depth programme experiences and perspectives. Results show that early involvement of schools may ensure the best possible match between programmes and the needs and resources of schools, and that an ongoing shared partnership may help programme managers address program challenges in early stages. It seems that predetermined core elements in programmes are essential. At the same time programmes must be flexible enough for adaptation to individual school contexts. Finally, the implementation of triple the amount of physical education, is supported by teachers receiving a professional development course focusing on how to organise outdoor physical education in different seasons and weather conditions.

AB - Schools constitute an important arena for promoting physical activity. However, school-based programmes often face implementation challenges, and the identification of factors influencing the implementation process is considered important in order to secure the effectiveness of future interventions. The aim of this study was to identify factors influencing the various implementation stages during the initial years of a programme tripling the amount of physical education at the primary school level. Document analysis of publicly available programme descriptions and meeting minutes, were conducted. Document analysis was complemented by two semi-structured group interviews with main programme managers to gather in-depth programme experiences and perspectives. Results show that early involvement of schools may ensure the best possible match between programmes and the needs and resources of schools, and that an ongoing shared partnership may help programme managers address program challenges in early stages. It seems that predetermined core elements in programmes are essential. At the same time programmes must be flexible enough for adaptation to individual school contexts. Finally, the implementation of triple the amount of physical education, is supported by teachers receiving a professional development course focusing on how to organise outdoor physical education in different seasons and weather conditions.

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KW - Child, Preschool

KW - Exercise

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SN - 0149-7189

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