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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

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

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.

Suggested Citation

  • Nielsen, Jonas Vestergaard & Klakk, Heidi & Bugge, Anna & Andreasen, Marianne Løgtholt & Skovgaard, Thomas, 2018. "Implementation of triple the time spent on physical education in pre-school to 6th grade: A qualitative study from the programme managers’ perspective," Evaluation and Program Planning, Elsevier, vol. 70(C), pages 51-60.
    • Handle: RePEc:eee:epplan:v:70:y:2018:i:c:p:51-60
    DOI: 10.1016/j.evalprogplan.2018.06.001
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    Cited by:

    1. Adriana Nielsen-Rodríguez & Ramón Romance & Juan Carlos Dobado-Castañeda, 2021. "Teaching Methodologies and School Organization in Early Childhood Education and Its Association with Physical Activity," IJERPH, MDPI, vol. 18(7), pages 1-25, April.
    2. Marttinen, Risto & Wilson, Kathleen & Fisher, Koren & Beitzel, Maria & Fredrick, Ray N., 2022. "Process evaluation and challenges in collecting data from an after-school sports and literacy program in a diverse, low-income community," Evaluation and Program Planning, Elsevier, vol. 91(C).
    3. Nielsen, Jonas Vestergaard & Bredahl, Thomas Viskum Gjelstrup & Bugge, Anna & Klakk, Heidi & Skovgaard, Thomas, 2019. "Implementation of a successful long-term school based physical education intervention: Exploring provider and programme characteristics," Evaluation and Program Planning, Elsevier, vol. 76(C), pages 1-1.

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