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Aligning Organizational Priorities and System Policies to Support Implementation Scale-Up of a Tailored Classroom-Based Physical Activity Intervention in Low-Resource Schools*
dc.contributor.authorHasson, Rebecca E.
dc.contributor.authorEisman, Andria B.
dc.contributor.authorWassmann, Amy
dc.contributor.authorBeemer, Lexie R.
dc.contributor.authorTemplin, Thomas
dc.contributor.authorMalinoff, Lynn
dc.contributor.authorZernicke, Ronald
dc.contributor.authorRabaut, Lisa
dc.date.accessioned2023-06-01T20:48:38Z
dc.date.available2024-07-01 16:48:37en
dc.date.available2023-06-01T20:48:38Z
dc.date.issued2023-06
dc.identifier.citationHasson, Rebecca E.; Eisman, Andria B.; Wassmann, Amy; Beemer, Lexie R.; Templin, Thomas; Malinoff, Lynn; Zernicke, Ronald; Rabaut, Lisa (2023). "Aligning Organizational Priorities and System Policies to Support Implementation Scale-Up of a Tailored Classroom-Based Physical Activity Intervention in Low-Resource Schools*." Journal of School Health 93(6): 464-474.
dc.identifier.issn0022-4391
dc.identifier.issn1746-1561
dc.identifier.urihttps://hdl.handle.net/2027.42/176826
dc.description.abstractBackgroundA mismatch between organizational priorities and system-level policies can negatively impact implementation and sustainment of classroom-based physical activity (PA) interventions. The purpose of this study was twofold: (1) present methods to systematically identify organization- and system-level implementation barriers, and (2) align organizational priorities and system policies by designing multi-level implementation strategies. This alignment will support implementation scale-up of a tailored PA intervention in one low-resource intermediate school district (ISD; 16 districts, 32 schools) in central Michigan.MethodsMulti-level assessments of organizational readiness were conducted using the Hexagon Discussion and Analysis Tool to assess intervention-context fit, the Wellness School Assessment Tool 3.0 to evaluate district PA policy strength and comprehensiveness, and semi-structured interviews were conducted to assess administrative support and priorities related to PA programming.ResultsOur assessments revealed three implementation barriers: limited structural capacity to sustain teacher training, limited resources across districts and school buildings to support teachers, and misalignment of ISD and district PA policies and priorities.ConclusionsGreater attention to organizational capacity and existing infrastructure should be considered a priori to support effective implementation and sustainment of PA interventions in low-resource schools.
dc.publisherWiley Periodicals, Inc.
dc.subject.otherimplementation science
dc.subject.othersocial determinants of health
dc.subject.otherchild and adolescent health
dc.subject.otherschool-based interventions
dc.titleAligning Organizational Priorities and System Policies to Support Implementation Scale-Up of a Tailored Classroom-Based Physical Activity Intervention in Low-Resource Schools*
dc.typeArticle
dc.rights.robotsIndexNoFollow
dc.subject.hlbsecondlevelEducation
dc.subject.hlbtoplevelSocial Sciences
dc.description.peerreviewedPeer Reviewed
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/176826/1/josh13321.pdf
dc.description.bitstreamurlhttp://deepblue.lib.umich.edu/bitstream/2027.42/176826/2/josh13321_am.pdf
dc.identifier.doi10.1111/josh.13321
dc.identifier.sourceJournal of School Health
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dc.owningcollnameInterdisciplinary and Peer-Reviewed


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