Acceptability, reach and implementation of a training to enhance teachers’ skills in physical activity promotion

Abstract Background To achieve real-world impacts, behavior change interventions need to be scaled up and broadly implemented. Implementation is challenging however, and the factors influencing successful implementation are not fully understood. This study describes the nationwide implementation of...

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Main Authors: Elina Renko, Keegan Knittle, Minttu Palsola, Taru Lintunen, Nelli Hankonen
Format: Article
Language:English
Published: BMC 2020-10-01
Series:BMC Public Health
Subjects:
Online Access:http://link.springer.com/article/10.1186/s12889-020-09653-x
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spelling doaj-441db42f6707479394edba803d16517f2020-11-25T03:59:13ZengBMCBMC Public Health1471-24582020-10-0120111310.1186/s12889-020-09653-xAcceptability, reach and implementation of a training to enhance teachers’ skills in physical activity promotionElina Renko0Keegan Knittle1Minttu Palsola2Taru Lintunen3Nelli Hankonen4University of Helsinki, Social Psychology, Faculty of Social SciencesUniversity of Helsinki, Social Psychology, Faculty of Social SciencesUniversity of Helsinki, Social Psychology, Faculty of Social SciencesUniversity of Jyväskylä, Sport and Exercise Psychology, Faculty of Sport and Health SciencesUniversity of Helsinki, Social Psychology, Faculty of Social SciencesAbstract Background To achieve real-world impacts, behavior change interventions need to be scaled up and broadly implemented. Implementation is challenging however, and the factors influencing successful implementation are not fully understood. This study describes the nationwide implementation of a complex theory-based program targeting physical activity and sedentary behavior in vocational schools (Lets’s Move It; LMI). The implementation primarily involved a systematic and theory-based training and user manual for school staff. We explore how the perceived acceptability of this training (in line with the Theoretical Framework of Acceptability) relates to (un) successful implementation. The study evaluates (1) the experienced acceptability of the training and anticipated acceptability of later delivering the program; (2) reach and implementation, including adaptations and barriers; (3) whether acceptability ratings predict teachers’ intentions for implementation. Methods Upper secondary school staff from vocational and high schools (n = 194) enrolled in a two-part training, covering implementation of the LMI program and training in motivational interaction styles. One hundred fifty-one participants attended both parts of the training. Participants reported their perceived acceptability of the training and their implementation efforts in online questionnaires at baseline, after training sessions and at long-term follow-up. Qualitative data (open-ended questions) were analysed with content analysis to collate responses. Quantitative data analyses involved correlations and logistic regression. Results Participants rated the training as highly acceptable on all dimensions (average ratings exceeded 4.0 on a 5-point scale). The implementation reached at least 6100 students and 341 school classes. Most teachers intended to continue program implementation. Acceptability ratings explained 51.7% of teachers’ intentions to implement the student program (훘2 = 30.08; df = 8; p < .001), with affective attitude, perceived effectiveness and self-efficacy the most influential. Teachers commonly reported condensing program content, and reported deficits of time and collegial support as common barriers to implementation. Conclusion High acceptability and reach of the training indicate strong potential for implementation success. Multiple facets of acceptability seem important to successful implementation. Future research should explore ways to improve acceptability, thereby promoting successful implementation in real-world settings.http://link.springer.com/article/10.1186/s12889-020-09653-xAcceptabilityImplementation, teacher trainingTheoretical framework of acceptabilityTheory-based interventionSchool-based interventions
collection DOAJ
language English
format Article
sources DOAJ
author Elina Renko
Keegan Knittle
Minttu Palsola
Taru Lintunen
Nelli Hankonen
spellingShingle Elina Renko
Keegan Knittle
Minttu Palsola
Taru Lintunen
Nelli Hankonen
Acceptability, reach and implementation of a training to enhance teachers’ skills in physical activity promotion
BMC Public Health
Acceptability
Implementation, teacher training
Theoretical framework of acceptability
Theory-based intervention
School-based interventions
author_facet Elina Renko
Keegan Knittle
Minttu Palsola
Taru Lintunen
Nelli Hankonen
author_sort Elina Renko
title Acceptability, reach and implementation of a training to enhance teachers’ skills in physical activity promotion
title_short Acceptability, reach and implementation of a training to enhance teachers’ skills in physical activity promotion
title_full Acceptability, reach and implementation of a training to enhance teachers’ skills in physical activity promotion
title_fullStr Acceptability, reach and implementation of a training to enhance teachers’ skills in physical activity promotion
title_full_unstemmed Acceptability, reach and implementation of a training to enhance teachers’ skills in physical activity promotion
title_sort acceptability, reach and implementation of a training to enhance teachers’ skills in physical activity promotion
publisher BMC
series BMC Public Health
issn 1471-2458
publishDate 2020-10-01
description Abstract Background To achieve real-world impacts, behavior change interventions need to be scaled up and broadly implemented. Implementation is challenging however, and the factors influencing successful implementation are not fully understood. This study describes the nationwide implementation of a complex theory-based program targeting physical activity and sedentary behavior in vocational schools (Lets’s Move It; LMI). The implementation primarily involved a systematic and theory-based training and user manual for school staff. We explore how the perceived acceptability of this training (in line with the Theoretical Framework of Acceptability) relates to (un) successful implementation. The study evaluates (1) the experienced acceptability of the training and anticipated acceptability of later delivering the program; (2) reach and implementation, including adaptations and barriers; (3) whether acceptability ratings predict teachers’ intentions for implementation. Methods Upper secondary school staff from vocational and high schools (n = 194) enrolled in a two-part training, covering implementation of the LMI program and training in motivational interaction styles. One hundred fifty-one participants attended both parts of the training. Participants reported their perceived acceptability of the training and their implementation efforts in online questionnaires at baseline, after training sessions and at long-term follow-up. Qualitative data (open-ended questions) were analysed with content analysis to collate responses. Quantitative data analyses involved correlations and logistic regression. Results Participants rated the training as highly acceptable on all dimensions (average ratings exceeded 4.0 on a 5-point scale). The implementation reached at least 6100 students and 341 school classes. Most teachers intended to continue program implementation. Acceptability ratings explained 51.7% of teachers’ intentions to implement the student program (훘2 = 30.08; df = 8; p < .001), with affective attitude, perceived effectiveness and self-efficacy the most influential. Teachers commonly reported condensing program content, and reported deficits of time and collegial support as common barriers to implementation. Conclusion High acceptability and reach of the training indicate strong potential for implementation success. Multiple facets of acceptability seem important to successful implementation. Future research should explore ways to improve acceptability, thereby promoting successful implementation in real-world settings.
topic Acceptability
Implementation, teacher training
Theoretical framework of acceptability
Theory-based intervention
School-based interventions
url http://link.springer.com/article/10.1186/s12889-020-09653-x
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