Implementation Strategies and Effectiveness for Walking School Bus Programs

1项目概要/摘要 2 1体育活动对青少年的健康成长和预防慢性疾病，如 2肥胖、糖尿病、心血管疾病和某些类型的癌症。年轻人通常需要增加体力 3在多个环境中的活动，包括在家里，在学校，在娱乐场所，并通过积极的旅行， 4.满足每天60分钟的总体力活动指南。特别是积极前往学校， 5.改善青少年健康的前景，因为（1）经常步行上学的青少年平均有15-20 每天多6分钟的身体活动，（2）不到25%的年轻人步行上学，这表明 七是有较大的改进空间。步行校车计划，其中涉及成年监护人步行到 8所学校的学生群体，在美国和世界各地越来越受欢迎，但几乎没有证据表明， 9实施步行校车计划。初步证据表明，忠诚度和 10.可持续性在现有方案中变化很大。拟议的研究将使用综合 11实施研究框架（CFIR）和系统评估的混合方法 12个实施环境（即，障碍、促进者和过程）和实施结果（即， 13实施成功）在现有的步行校车计划。我们的团队包括青年专家 14体力活动，实施科学，定性的方法，和步行校车实践。我们的具体 15个目标是（1）描述区分现有步行学校的实施背景因素 16总线程序与高与低实现成功，（2）确定是否关键程序描述 17个因素与实施成功有关。将使用并发混合方法设计来合并 18个定量和定性数据，以最大限度地捕捉信息的广度和深度。第一、 我们将对美国和世界各地现有的200个步行校车项目进行简要调查， 20从各种方法中学习。然后，我们将采访12-15个实施成功率高的项目 21个和12-15个执行成功率较低的方案，以获取与下列因素有关的深入信息： 22成功访谈将由两名研究人员进行转录和内容分析，以评估每种方法的影响 23 CFIR关于执行的结构，并深入描述执行因素。的 24个确定的最佳实践，与实施保真度，渗透和可持续性有关，将为 25制定一套实施原则和定量措施，以支持未来的R 01混合动力车 26美国各地步行校车计划的实施/有效性评估研究。证据- 27实施有效的步行校车计划的知情指导可能会对 28.改善青年人的整体身体活动和人口健康。这些计划可以更好地纳入 29纳入现有的广泛的安全路线到学校的努力，这得到了国家的资助，以提供一个多层次的 30方法（即，社会和环境），以支持步行上学。

1 PROJECT SUMMARY/ABSTRACT 2 1 Physical activity is essential for healthy development in youth and prevention of chronic diseases such as 2 obesity, diabetes, cardiovascular disease, and some types of cancer. Youth typically need to accrue physical 3 activity across multiple settings, including at home, at school, in recreation areas, and through active travel, to 4 meet the 60 minutes per day guideline for total physical activity. Active travel to school, in particular, is 5 promising for improving youth health because (1) youth who regularly walk to school have an average of 15-20 6 more minutes per day of total physical activity, and (2) less than 25% of youth walk to school, suggesting 7 substantial room for improvement. Walking School Bus programs, which involve adult chaperones walking to 8 school with groups of students, are gaining popularity across the US and world, but little evidence exists on 9 implementation of Walking School Bus programs. Initial evidence suggests that levels of fidelity and 10 sustainability are highly variable in existing programs. The proposed study will use the Consolidated 11 Framework for Implementation Research (CFIR) and mixed-methods to systematically evaluate 12 implementation contexts (i.e., barriers, facilitators, and processes) and implementation outcomes (i.e., 13 implementation success) within existing Walking School Bus programs. Our team includes experts in youth 14 physical activity, implementation science, qualitative methods, and Walking School Bus practice. Our specific 15 aims are to (1) describe implementation contextual factors that distinguish between existing Walking School 16 Bus programs with high- vs. low- implementation success, and (2) determine whether key program descriptive 17 factors are associated with implementation success. A concurrent mixed-methods design will be used to merge 18 quantitative and qualitative data to maximize the ability to capture both breadth and depth of information. First, 19 we will conduct a brief survey of 200 existing Walking School Bus programs from across the US and world to 20 learn from a variety of approaches. Then, we will interview 12-15 programs with high-implementation success 21 and 12-15 programs with low-implementation success to capture in-depth information on factors related to 22 success. Interviews will be transcribed and content analyzed by two researchers to rate the impact of each 23 CFIR construct on implementation, and garner in-depth descriptions of the implementation factors. The 24 identified best practices, as related to implementation fidelity, penetration, and sustainability, will inform the 25 development of a set of implementation principles and quantitative measures to support a future R01 hybrid 26 implementation/effectiveness evaluation study of Walking School Bus programs across the US. Evidence- 27 informed guidance for implementing effective Walking School Bus programs could have meaningful impacts on 28 improving overall physical activity and population health in youth. Such programs could be better incorporated 29 into existing widespread Safe Routes to School efforts, which receive national funding, to provide a multi-level 30 approach (i.e., social and environmental) for supporting walking to school.