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Assessing the Impacts of Creating Active Schools on Organisational Culture for Physical Activity

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  • Zoe E. Helme

    (Faculties of Life Sciences and Health Studies, University of Bradford, Richmond Road, Bradford BD7 IDP, UK
    Centre for Applied Education Research, Wolfson Centre for Applied Health Research, Bradford Royal Infirmary, Bradford BD9 6TP, UK)

  • Jade L. Morris

    (Faculties of Life Sciences and Health Studies, University of Bradford, Richmond Road, Bradford BD7 IDP, UK
    Centre for Applied Education Research, Wolfson Centre for Applied Health Research, Bradford Royal Infirmary, Bradford BD9 6TP, UK)

  • Joanna Nichols

    (Faculties of Life Sciences and Health Studies, University of Bradford, Richmond Road, Bradford BD7 IDP, UK
    Centre for Applied Education Research, Wolfson Centre for Applied Health Research, Bradford Royal Infirmary, Bradford BD9 6TP, UK)

  • Anna E. Chalkley

    (Centre for Applied Education Research, Wolfson Centre for Applied Health Research, Bradford Royal Infirmary, Bradford BD9 6TP, UK
    Centre for Physically Active Learning, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, 5063 Bergen, Norway)

  • Daniel D. Bingham

    (Faculties of Life Sciences and Health Studies, University of Bradford, Richmond Road, Bradford BD7 IDP, UK
    Centre for Applied Education Research, Wolfson Centre for Applied Health Research, Bradford Royal Infirmary, Bradford BD9 6TP, UK
    Born in Bradford, Bradford Institute for Health Research, Bradford Teaching Hospitals Foundation Trust, Bradford BD9 6RJ, UK)

  • Gabriella M. McLoughlin

    (College of Public Health, Temple University, Philadelphia, PA 19140, USA
    Implementation Science Center for Cancer Control and Prevention Research Center, Brown School, Washington University, St. Louis, MO 63130, USA)

  • John B. Bartholomew

    (Department of Kinesiology and Health Education, The University of Texas at Austin, Austin, TX 78712, USA)

  • Andrew Daly-Smith

    (Faculties of Life Sciences and Health Studies, University of Bradford, Richmond Road, Bradford BD7 IDP, UK
    Centre for Applied Education Research, Wolfson Centre for Applied Health Research, Bradford Royal Infirmary, Bradford BD9 6TP, UK)

Abstract

Background: National and international guidance recommends whole-school approaches to physical activity, but there are few studies assessing their effectiveness, especially at an organisational level. This study assesses the impact of the Creating Active School’s (CAS) programme on organisational changes to physical activity provision. Methods: In-school CAS leads completed a 77-item questionnaire assessing school-level organisational change. The questionnaire comprised 19 domains aligned with the CAS framework and COM-B model of behaviour change. Wilcoxon Signed Rank Tests assessed the pre-to-nine-month change. Results: >70% of schools ( n = 53) pre-CAS had inadequate whole-school physical activity provision. After nine months ( n = 32), CAS had a significant positive effect on organisational physical activity. The positive change was observed for: whole-school culture and ethos, teachers and wider school staff, academic lessons, physical education (PE) lessons, commute to/from school and stakeholder behaviour. Conclusions: This study provides preliminary evidence that CAS is a viable model to facilitate system-level change for physical activity in schools located within deprived areas of a multi-ethnic city. To confirm the results, future studies are required which adopt controlled designs combined with a holistic understanding of implementation determinants and underlying mechanisms.

Suggested Citation

  • Zoe E. Helme & Jade L. Morris & Joanna Nichols & Anna E. Chalkley & Daniel D. Bingham & Gabriella M. McLoughlin & John B. Bartholomew & Andrew Daly-Smith, 2022. "Assessing the Impacts of Creating Active Schools on Organisational Culture for Physical Activity," IJERPH, MDPI, vol. 19(24), pages 1-14, December.
    • Handle: RePEc:gam:jijerp:v:19:y:2022:i:24:p:16950-:d:1005983
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    References listed on IDEAS

    as
    1. Andy Daly-Smith & Matthew Hobbs & Jade L. Morris & Margaret A. Defeyter & Geir K. Resaland & Jim McKenna, 2021. "Moderate-to-Vigorous Physical Activity in Primary School Children: Inactive Lessons Are Dominated by Maths and English," IJERPH, MDPI, vol. 18(3), pages 1-14, January.
    2. Byron Tibbitts & Kathryn Willis & Tom Reid & Simon J. Sebire & Rona Campbell & Ruth R. Kipping & Rebecca Kandiyali & Russell Jago, 2021. "Considerations for Individual-Level Versus Whole-School Physical Activity Interventions: Stakeholder Perspectives," IJERPH, MDPI, vol. 18(14), pages 1-15, July.
    3. Wendy Lippevelde & Maïté Verloigne & Ilse Bourdeaudhuij & Johannes Brug & Mona Bjelland & Nanna Lien & Lea Maes, 2012. "Does parental involvement make a difference in school-based nutrition and physical activity interventions? A systematic review of randomized controlled trials," International Journal of Public Health, Springer;Swiss School of Public Health (SSPH+), vol. 57(4), pages 673-678, August.
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