ERIC Number: EJ1121857
Record Type: Journal
Publication Date: 2017-Jan
Abstractor: As Provided
Not Enough Time in the Day: A Qualitative Assessment of In-School Physical Activity Policy as Viewed by Administrators, Teachers, and Students
Gamble, Abigail; Chatfield, Sheryl L.; Cormack, Michael L.; Hallam, Jeffrey S.
Journal of School Health, v87 n1 p21-28 Jan 2017
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.
Descriptors: School Policy, Physical Activity Level, Qualitative Research, State Policy, Barriers, Influences, Focus Groups, Administrators, Principals, Teachers, Students, Administrator Attitudes, Teacher Attitudes, Student Attitudes, Semi Structured Interviews
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Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Identifiers - Location: Mississippi