1. Not Enough Time in the Day: A Qualitative Assessment of In-School Physical Activity Policy as Viewed by Administrators, Teachers, and Students.
- Author
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Gamble, Abigail, Chatfield, Sheryl L., Cormack, Michael L., and Hallam, Jeffrey S.
- Subjects
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CHILDREN'S health , *EXECUTIVES , *FOCUS groups , *INTERVIEWING , *RESEARCH methodology , *RESEARCH funding , *SCHOOL children , *SCHOOL administration , *STUDENT attitudes , *ADOLESCENT health , *TIME , *QUALITATIVE research , *THEMATIC analysis , *HUMAN services programs , *PHYSICAL activity , *COLLEGE teacher attitudes , *DATA analysis software , *MEDICAL coding - Abstract
ABSTRACT BACKGROUND In recent decades, the alignment of health and education has been at the forefront of school reform. Whereas the establishment of national in-school physical activity ( ISPA) recommendations and state-level mandates demonstrates success, there has been less achievement in areas that address health disparities. The purpose of this investigation was to explore barriers and facilitators to implementing state-mandated ISPA policies in the Mississippi Delta. METHODS Focus groups or interviews were conducted with district administrators, school principals, teachers, and students. A total of 2 semistructured moderator guides were developed to focus on (1) student ISPA practices and preferences and (2) facilitators and barriers to implementing ISPA policies and practices. RESULTS A total of 6 themes were developed. In that, 2 themes addressed participant-described barriers ( primary challenges and interferences and excuses). Three themes highlighted participant-described facilitators ( compromises, things that work, and being active at school). Finally, 1 theme encompassed the participant-described need to address educating the whole child. CONCLUSIONS There is a critical need for meaningful and relevant solutions to circumvent challenges to implementing ISPA policies and practices in the Mississippi Delta. The Whole School, Whole Community, Whole Child model offers a broad means of visualizing rural, low-income, racially concentrated schools to circumvent challenges and foster ISPA policies and practices. [ABSTRACT FROM AUTHOR]
- Published
- 2017
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