From policy to practice: implementation of physical activity and food policies in schools
From policy to practice: implementation of physical activity and food policies in schools
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DOI：
10.1186/1479-5868-10-71
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发表时间：
2013-06-03
影响因子：
8.7
通讯作者：
Naylor, Patti-Jean
中科院分区：
文献类型：
--
作者：
Masse, Louise C.;Naiman, Daniel;Naylor, Patti-Jean
用途：针对学校环境的公共政策越来越多地被用来解决儿童肥胖问题;然而，这些政策的有效性取决于其执行情况。本研究探讨了阻碍或促进加拿大不列颠哥伦比亚省（BC）实施公共授权的学校体育活动和营养指南的因素。方法：本研究以半结构式访谈方式，对50位学校受访者进行访谈（17名校长- 33名教师/学校受访者）研究与推行规定的每日体力活动有关的因素学校食品和饮料销售（FBSS）指南。编码使用建构主义扎根理论方法。前五份成绩单和其后的每五份成绩单由两名独立的编码员编码，差异由第三名编码员协调。在NVivo 9软件中对数据进行编码和分析。概念图的开发和当前的理论观点被集成在后期stages of analysis.Results：创新扩散模型提供了一个组织框架，目前新兴的主题。除了可试用性（与规定的准则/政策无关）之外，创新传播模式的关键属性（相对优势、兼容性、复杂性和可观察性）为理解与执行规定的准则有关的主题提供了一个强有力的框架。具体而言，《发展行动计划》和《财务、社会和支助准则》的实施受到以下看法的推动：与现状相比相对有利;与学校任务和教学理念相一致;具有明显的积极影响;当被认为难以理解和实施时，受到阻碍。此外，一些环境因素，包括可用的资源促进implementation.Conclusions：强制性的政策/指导方针的颁布，学校被认为是在改善体育活动和健康饮食的重要一步。然而，政策制定者需要：监督学校是否能够执行指导方针，支持在执行中遇到困难的学校，并记录指导方针对学生行为的影响。为了促进执行法定的指导方针/政策，创新传播模式为规划干预措施提供了一个组织框架。改变学校环境是一个过程，不能仅仅通过被动的手段来进行，因为我们知道，这种方法并没有得到充分的实施。
Purpose: Public policies targeting the school setting are increasingly being used to address childhood obesity; however, their effectiveness depends on their implementation. This study explores the factors which impeded or facilitated the implementation of publicly mandated school-based physical activity and nutrition guidelines in the province of British Columbia (BC), Canada.Methods: Semi-structured interviews were conducted with 50 school informants (17 principals - 33 teacher/school informants) to examine the factors associated with the implementation of the mandated Daily Physical Activity (DPA) and Food and Beverage Sales in Schools (FBSS) guidelines. Coding used a constructivist grounded theory approach. The first five transcripts and every fifth transcript thereafter were coded by two independent coders with discrepancies reconciled by a third coder. Data was coded and analysed in the NVivo 9 software. Concept maps were developed and current theoretical perspectives were integrated in the later stages of analysis.Results: The Diffusion of Innovations Model provided an organizing framework to present emergent themes. With the exception of triability (not relevant in the context of mandated guidelines/policies), the key attributes of the Diffusion of Innovations Model (relative advantage, compatibility, complexity, and observability) provided a robust framework for understanding themes associated with implementation of mandated guidelines. Specifically, implementation of the DPA and FBSS guidelines was facilitated by perceptions that they: were relatively advantageous compared to status quo; were compatible with school mandates and teaching philosophies; had observable positive impacts and impeded when perceived as complex to understand and implement. In addition, a number of contextual factors including availability of resources facilitated implementation.Conclusions: The enactment of mandated policies/guidelines for schools is considered an essential step in improving physical activity and healthy eating. However, policy makers need to: monitor whether schools are able to implement the guidelines, support schools struggling with implementation, and document the impact of the guidelines on students' behaviors. To facilitate the implementation of mandated guidelines/policies, the Diffusion of Innovations Model provides an organizational framework for planning interventions. Changing the school environment is a process which cannot be undertaken solely by passive means as we know that such approaches have not resulted in adequate implementation.