Partnerships for Active Children in Elementary Schools (PACES)

First year process evaluation

Cate A. Egan, Collin Webster, R. Glenn Weaver, Ali Brian, David Stodden, Laura Russ, Danielle Nesbitt, Spyridoula Vazou

Research output: Contribution to journalArticle

3 Citations (Scopus)

Abstract

Movement integration (MI) is a strategy within comprehensive school physical activity programs (CSPAP). School-university partnerships are recommended to leverage teachers’ capacity to use MI. A mixed method process evaluation was conducted of the first year of implementing Partnerships for Active Children in Elementary Schools (PACES). Classroom teachers (N = 12) from four schools participated. Data were collected in Fall 2014 (baseline) and Spring 2015 (∼ four months of intervention) using the System for Observing Student Movement in Academic Routines and Transitions and semi-structured interviews. There were no significant differences between intervention classrooms and control classrooms MI promotion. Differences approaching significance (U = 5, p = 0.04, d = 1.2) were observed when comparing classrooms that received two (community of practice, community-based participatory research) or three components (two components plus service learning) of the intervention and classrooms that received one (community of practice) or no components. Qualitative findings revealed that teachers in classrooms that were more successful responded more favorably to the intervention components than teachers in classrooms that were less successful. Quantitative and qualitative results supported the effectiveness of community-based participatory research as a component of PACES. This study provides information about MI process variables in the context of a CSPAP intervention.

Original languageEnglish (US)
Pages (from-to)61-69
Number of pages9
JournalEvaluation and Program Planning
Volume67
DOIs
StatePublished - Apr 1 2018

Fingerprint

elementary school
classroom
evaluation
Community-Based Participatory Research
physical activity
comprehensive school
teacher
community
Exercise
student movement
school
student
learning
Learning
Interviews
Students
promotion
university
interview
programme

Keywords

  • Intervention
  • Movement integration
  • Physical activity
  • School-university partnerships
  • Youth

ASJC Scopus subject areas

  • Business and International Management
  • Social Psychology
  • Geography, Planning and Development
  • Strategy and Management
  • Public Health, Environmental and Occupational Health

Cite this

Partnerships for Active Children in Elementary Schools (PACES) : First year process evaluation. / Egan, Cate A.; Webster, Collin; Weaver, R. Glenn; Brian, Ali; Stodden, David; Russ, Laura; Nesbitt, Danielle; Vazou, Spyridoula.

In: Evaluation and Program Planning, Vol. 67, 01.04.2018, p. 61-69.

Research output: Contribution to journalArticle

Egan, CA, Webster, C, Weaver, RG, Brian, A, Stodden, D, Russ, L, Nesbitt, D & Vazou, S 2018, 'Partnerships for Active Children in Elementary Schools (PACES): First year process evaluation', Evaluation and Program Planning, vol. 67, pp. 61-69. https://doi.org/10.1016/j.evalprogplan.2017.12.002
Egan, Cate A. ; Webster, Collin ; Weaver, R. Glenn ; Brian, Ali ; Stodden, David ; Russ, Laura ; Nesbitt, Danielle ; Vazou, Spyridoula. / Partnerships for Active Children in Elementary Schools (PACES) : First year process evaluation. In: Evaluation and Program Planning. 2018 ; Vol. 67. pp. 61-69.
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