Erin K Howie1, Alisa E Brewer2, Marsha Dowda3, Kerry L McIver4, Ruth P Saunders5, Russell R Pate6. 1. Department of Physiotherapy and Exercise Science, Curtin University, GPU Box U1987, Perth 6845, Western Australia. howieek@email.sc.edu. 2. Community Engagement & Outreach, Virginia Commonwealth University, Center on Health Disparities, PO Box 980501, Richmond, VA 232928. aebrewer@vcu.edu. 3. Department of Exercise Science, University of South Carolina, 921 Assembly St, Columbia, SC 29208. mdowda@mailbox.sc.edu. 4. Department of Exercise Science, University of South Carolina, 921 Assembly St, Columbia, SC 29208. mciverkl@mailbox.sc.edu. 5. Department of Health Promotion, Education, and Behavior, University of South Carolina, 915 Green Street, Room 529, Columbia, SC 29208. rsaunder@mailbox.sc.edu. 6. Department of Exercise Science, University of South Carolina, Suite 212, 921 Assembly St, Columbia, SC 29208. rpate@mailbox.sc.edu.
Abstract
BACKGROUND: Preschool settings vary greatly, and research has shown that interventions are more successful when they can be adapted to individual settings. This is a descriptive case study of how 2 teachers successfully adapted and implemented a preschool physical activity intervention. METHODS: The Study of Health and Activity in Preschool Environments (SHAPES) was a 3-year physical activity intervention. A detailed case study of 2 high-implementing teachers was conducted. Multiple data sources included accelerometry, direct observation, teacher surveys, and intervention staff field notes. RESULTS: Teacher A focused on integrating physical activity into a wide range of activities, including parent and community events. Teacher B focused on high-intensity, structured activities. Both teachers supported the intervention, worked closely with intervention staff, and operated their classroom as an autonomous unit with support from their directors. Teacher A provided an average of 31.5, 78.0, and 67.5 min of physical activity opportunity per day of observation during years 1, 2, and 3. Teacher B provided an average of 2.7, 33.5, and 73.3 minutes of physical activity opportunity per day of observation. CONCLUSION: Successful implementation of physical activity interventions may look different in different contexts; thus, interventions should allow for flexible implementation.
RCT Entities:
BACKGROUND: Preschool settings vary greatly, and research has shown that interventions are more successful when they can be adapted to individual settings. This is a descriptive case study of how 2 teachers successfully adapted and implemented a preschool physical activity intervention. METHODS: The Study of Health and Activity in Preschool Environments (SHAPES) was a 3-year physical activity intervention. A detailed case study of 2 high-implementing teachers was conducted. Multiple data sources included accelerometry, direct observation, teacher surveys, and intervention staff field notes. RESULTS: Teacher A focused on integrating physical activity into a wide range of activities, including parent and community events. Teacher B focused on high-intensity, structured activities. Both teachers supported the intervention, worked closely with intervention staff, and operated their classroom as an autonomous unit with support from their directors. Teacher A provided an average of 31.5, 78.0, and 67.5 min of physical activity opportunity per day of observation during years 1, 2, and 3. Teacher B provided an average of 2.7, 33.5, and 73.3 minutes of physical activity opportunity per day of observation. CONCLUSION: Successful implementation of physical activity interventions may look different in different contexts; thus, interventions should allow for flexible implementation.
Authors: Lucie Rychetnik; Penelope Hawe; Elizabeth Waters; Alexandra Barratt; Michael Frommer Journal: J Epidemiol Community Health Date: 2004-07 Impact factor: 3.710
Authors: Marian L Fitzgibbon; Melinda R Stolley; Linda Schiffer; Linda Van Horn; Katherine KauferChristoffel; Alan Dyer Journal: Obesity (Silver Spring) Date: 2006-09 Impact factor: 5.002
Authors: Lisa M Klesges; Natalie A Williams; Kara S Davis; Joanna Buscemi; Katherine M Kitzmann Journal: Am J Prev Med Date: 2012-02 Impact factor: 5.043
Authors: Richard P Troiano; David Berrigan; Kevin W Dodd; Louise C Mâsse; Timothy Tilert; Margaret McDowell Journal: Med Sci Sports Exerc Date: 2008-01 Impact factor: 5.411
Authors: Rebecca E Lee; Erica G Soltero; Tracey A Ledoux; Iman Sahnoune; Fiorella Saavadra; Scherezade K Mama; Lorna H McNeill Journal: J Sch Health Date: 2019-02-05 Impact factor: 2.118
Authors: Jacob Szeszulski; Elizabeth Lorenzo; Gabriel Q Shaibi; Matthew P Buman; Sonia Vega-López; Steven P Hooker; Rebecca E Lee Journal: Prev Med Rep Date: 2019-06-08