Supporting Teachers’ Implementation of Classroom-Based Physical Activity

Abstract

The increasing evidence about CBPA ’ s benefits for students indicates that it should be considered a best practice for elementary schools (2,3). However, given the low prevalence of use across the nation, it seems warranted to mo-bilize efforts to increase the number of classroom teachers who use CBPA and the consistency with which they do so. Yet, many questions remain about how best to encourage teachers ’ implementation of CBPA. This article reviews previous work exploring teacher-level implementation, including consideration of how CBPA implementation is measured and what is known about factors associated with implementation. We discuss interventions and potential innovations to support increased rates of implementation and sustained use of CBPA among classroom teachers. Our review of published evidence is supplemented with examples from our own work over the past 4 yr on the Physically Active Classrooms Energize! (PACE) project at Boise State University, which is supported by a research grant from the Institute of Education Sciences. On the PACE project, ABSTRACT Research exploring factors related to teachers ’ implementation of classroom-based physical activity (CBPA) has increased in recent years. This article highlights key findings from the literature about the implementation and maintenance of CBPA by classroom teachers. The authors provide an overview of the literature examining CBPA implementation from an implementation science perspective. Topics addressed include methods for measuring implementation, characteristics of CBPA resources, and predictors of teachers ’ implementation of CBPA. Findings from the narrative review are presented in tandem with insights from the authors ’ work during a grant-funded project examining strategies to improve CBPA implementation in elementary schools. Many off-the-shelf resources for CBPA implementation exist, with varying degrees of implementation support. Studies have used a variety of methods to measure implementation, mostly focused on teacher self-report. Few studies have provided evidence regarding long-term use of CBPA, but those that do report decreased implementation rates over time. A robust body of research examining CBPA implementation facilitators and barriers shows that organizational-level support from district and school administrators is crucial for successful implementation. Leadership buy-in is crucial for the implementation of policies and practices in schools, such as CBPA initiatives. Approaches that are embedded within school systems, such as communities of practice and coaching from school champions, have potential for improving implementation. designed implementation to increase how many teachers within a school provide regular CBPA to their students in the recommended To organize these findings, we use a framework for con- ceptualizing the implementation of CBPA in classrooms.