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Open Access 01-12-2018 | Research article

A retrospective qualitative evaluation of barriers and facilitators to the implementation of a school-based running programme

Authors: Anna E. Chalkley, Ash C. Routen, Jo P. Harris, Lorraine A. Cale, Trish Gorely, Lauren B. Sherar

Published in: BMC Public Health | Issue 1/2018

Abstract

Background

There is growing interest in school-based interventions which deliver opportunities for additional physical activity time outside of physical education (PE). A practical and cost-effective approach may be school running programmes. Consequently, many school-based running initiatives are currently being implemented in a grass-roots style movement across the UK. However, research on the implementation of physical activity programmes in schools is notably underdeveloped. Therefore, this qualitative study aimed to better understand the barriers and facilitators to the implementation of a running programme, Marathon Kids (MK), within primary schools in England.

Methods

Two sets of semi-structured interviews were conducted, the first with each of the three core members of staff responsible for MK, and the second with each of the MK school staff Champions from 20 primary schools. Also, nine focus groups were conducted with 55 pupils (6–10 years) from five of the schools; all were analysed using thematic analysis.

Results

Three themes were identified surrounding the barriers and facilitators to implementation: features of the programme (e.g. ethos and resources), school climate (e.g. culture; whole school engagement; PE and physical activity policies and goals; and physical environment) and programme implementation decisions (e.g. aspirations and planning and sustainability).

Conclusion

Findings suggest that the barriers and facilitators to implementation are wide-ranging and include programme, organisational and system-level factors. Collectively pointing towards the need for a preparation period before implementation to understand schools’ readiness to implement and context-specific factors, both regarding organisational capacity and programme specific capacity.

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A Key Stage is a stage of the state education system in England, Wales and Northern Ireland setting the educational knowledge expected of students at various ages. In primary schools, these include Key Stage 1, consisting of children in Years 1, 2 and 3 (children of five to seven years of age) and Key Stage 2, consisting of Years 4, 5 and 6 (children eight to11 years of age).

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Title: A retrospective qualitative evaluation of barriers and facilitators to the implementation of a school-based running programme
Authors: Anna E. Chalkley
Ash C. Routen
Jo P. Harris
Lorraine A. Cale
Trish Gorely
Lauren B. Sherar
Publication date: 01-12-2018
Publisher: BioMed Central
Published in: BMC Public Health / Issue 1/2018
Electronic ISSN: 1471-2458
DOI: https://doi.org/10.1186/s12889-018-6078-1

At a glance: The ONWARDS insulin icodec trials

Springer Medicine

A retrospective qualitative evaluation of barriers and facilitators to the implementation of a school-based running programme

Abstract

Background

Methods

Results

Conclusion

At a glance: The ONWARDS insulin icodec trials

Springer Medicine

Abstract

Background

Methods

Results

Conclusion

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