Mind the gap
Danish school heads’ ability to implement a national physical activity school requirement
Bibliographic Data
| ID | 22945403 |
|---|---|
| Authors | Jonas Vestergaard Nielsen (0000-0001-8800-5073, University of Southern Denmark, corresponding author), Sofie Koch (0000-0002-9404-5001, University of Southern Denmark), Thomas Skovgaard (0000-0001-6729-4988, University of Southern Denmark) |
| Year | 2023 |
| Volume | 38 |
| Issue | 1 |
| Publication date | 2023-02-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Health Promotion International (JOURNAL) |
| Journal identifiers | ISSN: 0957-4824 • E-ISSN: 1460-2245 |
| Publisher | Oxford University Press (OUP) (PUBLISHER) |
| DOI | 10.1093/heapro/daac193 |
| PMID | 36738453 |
| OpenAlex | W4319214686 |
| Language | EN |
| Citations received | 3 |
| References cited | 60 |
In 2014, the Danish government introduced a wide-ranging reform of primary and lower secondary education that applied to all public schools. A distinctive feature was that it became mandatory for schools to provide an average of 45 min of daily physical activity (PA). The capacity for change of local school heads and the schools overall are considered key to fulfilling such a policy-driven requirement. The aim of this study is therefore to explore local school heads’ ability to implement the stated requirement of 45 min of daily PA within their local organizational capacity for change. Eleven semi-structured interviews were conducted across 11 schools. Respondents were school staff with management responsibilities (leading teachers with school management responsibilities, deputy heads and school heads). Results indicate that local school heads are central agents in converting the Danish school requirement of 45 min of daily PA into local action. This includes their ability to advance broad aims into concrete goals, secure supportive structures and organize the implementation strategy. Heads also need to support the staff in building sufficient knowledge capacity on how to arrange and incorporate PA into their daily practice, support the widespread dissemination of this knowledge across the school and reserve work hours for such activities. Assigning local PA ambassadors was particularly highlighted as important implementation support, as they can help build and disseminate knowledge while also broadcasting the school head’s strategy and focus on integrating and upholding students’ PA levels.
Business · Danish · Government (linguistics) · Head teachers · Local government · Medical education · Pedagogy · Political science · Public relations · Work (physics) · Children's Physical and Motor Development · Engineering · Medicine · Physical Activity and Health · Psychology · Public Administration · School Health and Nursing Education
The Sage Handbook of Qualitative Data Analysis
Implementation of school based physical activity interventions
Qualitative Content Analysis
Using a multi-stakeholder experience-based design process to co-develop the Creating Active Schools Framework
Physical Activity, Fitness, Cognitive Function, and Academic Achievement in Children
Evidence-Based Interventions in Schools
How Can We Increase Translation of Research into Practice? Types of Evidence Needed
Qualitative Interviewing Techniques and Styles
Implementation Science and Its Application to Population Health
Barriers and facilitators to the implementation of physical activity policies in schools
Effect of classroom-based physical activity interventions on academic and physical activity outcomes
A Practical, Robust Implementation and Sustainability Model (PRISM) for Integrating Research Findings into Practice
Scaling up physical activity interventions worldwide
A new framework for developing and evaluating complex interventions
Global trends in insufficient physical activity among adolescents
Systematic review of the health benefits of physical activity and fitness in school-aged children and youth
Health promotion in Danish schools
Building policy capacities
Culture matters
Implementation practices in school health promotion
‘It’s not because we don’t believe in it…’
Challenges, opportunities and solutions for local physical activity stakeholders
Protocol for evaluating the impact of a national school policy on physical activity levels in Danish children and adolescents
Evaluation of Daily Physical Activity (DPA) policy implementation in Ontario
Barriers and facilitators to the implementation of a school-based physical activity policy in Canada
Implementation Matters
Improving Programs and Outcomes
Schools as social complex adaptive systems
A Qualitative Exploration of Implementation, Adaptation, and Sustainability of a School-Based Physical Activity Intervention
| Unique citing works | 3 |
|---|---|
| Citations per year | 1 |
| Citation span | 2023 - 2026 (4) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 2 |