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Partnerships for Active Children in Elementary Schools (PACES): First year process evaluation

Author

Listed:
  • Egan, Cate A.
  • Webster, Collin
  • Weaver, R. Glenn
  • Brian, Ali
  • Stodden, David
  • Russ, Laura
  • Nesbitt, Danielle
  • Vazou, Spyridoula

Abstract

Movement integration (MI) is a strategy within comprehensive school physical activity programs (CSPAP). School-university partnerships are recommended to leverage teachers’ capacity to use MI. A mixed method process evaluation was conducted of the first year of implementing Partnerships for Active Children in Elementary Schools (PACES). Classroom teachers (N=12) from four schools participated. Data were collected in Fall 2014 (baseline) and Spring 2015 (∼ four months of intervention) using the System for Observing Student Movement in Academic Routines and Transitions and semi-structured interviews. There were no significant differences between intervention classrooms and control classrooms MI promotion. Differences approaching significance (U=5, p=0.04, d=1.2) were observed when comparing classrooms that received two (community of practice, community-based participatory research) or three components (two components plus service learning) of the intervention and classrooms that received one (community of practice) or no components. Qualitative findings revealed that teachers in classrooms that were more successful responded more favorably to the intervention components than teachers in classrooms that were less successful. Quantitative and qualitative results supported the effectiveness of community-based participatory research as a component of PACES. This study provides information about MI process variables in the context of a CSPAP intervention.

Suggested Citation

  • Egan, Cate A. & Webster, Collin & Weaver, R. Glenn & Brian, Ali & Stodden, David & Russ, Laura & Nesbitt, Danielle & Vazou, Spyridoula, 2018. "Partnerships for Active Children in Elementary Schools (PACES): First year process evaluation," Evaluation and Program Planning, Elsevier, vol. 67(C), pages 61-69.
  • Handle: RePEc:eee:epplan:v:67:y:2018:i:c:p:61-69
    DOI: 10.1016/j.evalprogplan.2017.12.002
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    References listed on IDEAS

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    1. Probst, Gilbert & Borzillo, Stefano, 2008. "Why communities of practice succeed and why they fail," European Management Journal, Elsevier, vol. 26(5), pages 335-347, October.
    2. Saunders, Ruth P. & Wilcox, Sara & Baruth, Meghan & Dowda, Marsha, 2014. "Process evaluation methods, implementation fidelity results and relationship to physical activity and healthy eating in the Faith, Activity, and Nutrition (FAN) study," Evaluation and Program Planning, Elsevier, vol. 43(C), pages 93-102.
    3. Webster, Collin A. & Zarrett, Nicole & Cook, Brittany S. & Egan, Cate & Nesbitt, Danielle & Weaver, R. Glenn, 2017. "Movement integration in elementary classrooms: Teacher perceptions and implications for program planning," Evaluation and Program Planning, Elsevier, vol. 61(C), pages 134-143.
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    Cited by:

    1. Christopher Barton Merica & Cate A. Egan & Collin A. Webster & Diana Mindrila & Grace Goc Karp & David R. Paul & Karie Lee Orendorff, 2022. "Association of Physical Educators’ Socialization Experiences and Confidence with Respect to Comprehensive School Physical Activity Program Implementation," IJERPH, MDPI, vol. 19(19), pages 1-21, September.
    2. Egan, Cate A. & Webster, Collin A. & Stewart, Gregory L. & Weaver, R. Glenn & Russ, Laura B. & Brian, Ali & Stodden, David F., 2019. "Case study of a health optimizing physical education-based comprehensive school physical activity program," Evaluation and Program Planning, Elsevier, vol. 72(C), pages 106-117.
    3. Luca Petrigna & Federico Roggio & Bruno Trovato & Marta Zanghì & Giuseppe Musumeci, 2022. "Are Physically Active Breaks in School-Aged Children Performed Outdoors? A Systematic Review," Sustainability, MDPI, vol. 14(7), pages 1-12, March.

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