School‐Based Physical Activity Program Implementation Is Enhanced With Support From Community‐Based Partners
Year: 2025
Type: article
Study design: Observational Study
Abstract: BACKGROUND: School-based physical activity (PA) programs are an equitable, evidence-based approach to combat health and PA disparities. This study examined factors associated with implementation of BE Physically Active 2Day (BEPA 2.0), a K-5 school-based PA program, and examined how support from Cooperative Extension via Supplemental Nutrition Assistance Program Education (SNAP-Ed) partners influenced implementation. METHODS: Teachers in schools receiving BEPA 2.0 trainings were surveyed about program use 3-6 months post-training. Descriptive and chi-square analyses were conducted to evaluate the relationships between implementation factors (e.g., training, support, barriers) and program delivery. Logistic regression was used to summarize the odds of program delivery related to implementation factors. FINDINGS: Responses were returned by 355 teachers. The odds of program delivery among trained respondents were 2.64 (1.22, 5.47) times the odds among untrained respondents. Most implementors (72.4%) provided activities 1-2 times/week. More frequent implementation (≥ 3 times/week) [OR = 2.43 (1.27, 4.73)] and fewer barriers were reported among those who received support from SNAP-Ed partners (p = 0.01). IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: SNAP-Ed program partnerships should be considered when implementing school-based strategies to increase PA opportunities for vulnerable youth. CONCLUSIONS: High PA program implementation among trained teachers was enhanced with partner support.
Source: Journal of School Health
DOI: 10.1111/josh.13531
Authors: Thomas Packebush, Katherine Ahern, Barbara Brody, Katherine Gunter
Institution: Oregon State University
Language: English
Subfield: Speech and Hearing
Field: Health Professions
Domain: Health Sciences
Open Access status: bronze
OpenAlex ID: W4406296088