BACKGROUND: Evidence-based physical education (EBPE) programs have increased physical activity (PA) by as much as 18%, yet widespread adoption has not occurred. Understanding school facilitators and barriers to PE should prove useful to EBPE dissemination efforts. METHODS: Pairs of principals and PE teachers from 154 schools (75 Adopters and 79 Non-Adopters) from 34 states completed questionnaires. Differences between Adopter and Non-Adopter schools were tested using t tests or Wilcoxon Signed Rank Tests and chi-square analyses. RESULTS: Principals and teachers reported distinct PE curriculum adoption decision making roles, but few viewed themselves as very involved in program evaluation. Teachers in Adopter schools were more satisfied with PE program outcomes and had greater involvement in teacher evaluation and program decision making. Compared with teachers, principals were generally more satisfied with their school's PE program outcomes and did not share the same perceptions of PE barriers. However, principals also demonstrated a general lack of PE program familiarity. CONCLUSIONS: To facilitate EBPE adoption, dissemination efforts should target both principals and PE teachers. Increasing principal's knowledge may be instrumental in addressing some teacher perceptions of barriers to PE. Strategic advocacy efforts, including targeting policies that require PE program evaluation, are needed.
BACKGROUND: Evidence-based physical education (EBPE) programs have increased physical activity (PA) by as much as 18%, yet widespread adoption has not occurred. Understanding school facilitators and barriers to PE should prove useful to EBPE dissemination efforts. METHODS: Pairs of principals and PE teachers from 154 schools (75 Adopters and 79 Non-Adopters) from 34 states completed questionnaires. Differences between Adopter and Non-Adopter schools were tested using t tests or Wilcoxon Signed Rank Tests and chi-square analyses. RESULTS: Principals and teachers reported distinct PE curriculum adoption decision making roles, but few viewed themselves as very involved in program evaluation. Teachers in Adopter schools were more satisfied with PE program outcomes and had greater involvement in teacher evaluation and program decision making. Compared with teachers, principals were generally more satisfied with their school's PE program outcomes and did not share the same perceptions of PE barriers. However, principals also demonstrated a general lack of PE program familiarity. CONCLUSIONS: To facilitate EBPE adoption, dissemination efforts should target both principals and PE teachers. Increasing principal's knowledge may be instrumental in addressing some teacher perceptions of barriers to PE. Strategic advocacy efforts, including targeting policies that require PE program evaluation, are needed.
Authors: James F Sallis; Thomas L McKenzie; Michael W Beets; Aaron Beighle; Heather Erwin; Sarah Lee Journal: Res Q Exerc Sport Date: 2012-06 Impact factor: 2.500
Authors: Alexandra P Rota; Leonard B Bacharier; Katy Jaffee; Cynthia M Visness; Meyer Kattan; George T O'Connor; Robert A Wood; Peter J Gergen; James E Gern; Gordon R Bloomberg Journal: Clin Pediatr (Phila) Date: 2017-03-20 Impact factor: 1.168
Authors: Catherine M Wright; Paula J Duquesnay; Stephanie Anzman-Frasca; Virginia R Chomitz; Kenneth Chui; Christina D Economos; Elizabeth G Langevin; Miriam E Nelson; Jennifer M Sacheck Journal: BMC Public Health Date: 2016-10-13 Impact factor: 3.295