Increasing Compliance With Physical Education Laws to Reduce Health Inequities
试验速览
- 阶段
- 不适用
- 状态
- 已完成
- 入组人数
- 35
- 试验地点
- 2
- 主要终点
- Adoption
研究概览
简要总结
School physical education (PE) is one of the most valuable tools for increasing physical activity and fitness among youth of all backgrounds; however, compliance with existing PE laws is low (and differential by school race/ethnic and family-income composition, contributing to health disparities), and best practices for increasing compliance remain unknown. This study proposes to examine a novel approach for increasing PE law compliance by testing a PE audit and feedback tool (adapted from a tool used by the New York City Department of Education) in Oakland, California schools to determine the effectiveness, adaptability, and scalability of this potential cost-effective approach for increasing PE law compliance and student physical activity.
研究设计
- 研究类型
- Interventional
- 分配方式
- Randomized
- 干预模型
- Parallel
- 主要目的
- Prevention
- 盲法
- None
盲法说明
This will be an intervention delivered at the school-level to improve physical education; blinding is not possible in this study.
入排标准
- 年龄范围
- 18 Years 至 —（Adult, Older Adult）
- 性别
- All
- 接受健康志愿者
- 否
入选标准
- •Elementary school in the Oakland Unified School District
- •>50% of students in the school qualify for free or reduced-price meals
- •>80% of students non-white
排除标准
- •Having a PE program known by the PE Director to be well-established and/or meet/exceed district expectations for PE
结局指标
主要结局
Adoption
时间窗: 20-30 minutes
To determine critical adoption issues, we will conduct 20-30 minute interviews with all observed teachers teaching PE and school principals after SOFIT observations are complete in the Fall of 2023. We will code all interview transcripts using a thematic analysis approach, using predefined themes based on the RE-AIM (Reach, Effectiveness, Adoption, Implementation, Maintenance) literature (e.g. commitment of principals and teachers; communication about the tool; impediments/facilitators to adoption, structural embedding of the tool into practice and policy, etc.).
Implementation
时间窗: 20-30 minutes
To determine critical implementation issues, we will conduct 20-30 minute interviews with all observed teachers teaching PE and school principals after SOFIT observations are complete in the Fall of 2023. We will code all interview transcripts using a thematic analysis approach, using predefined themes based on the RE-AIM (Reach, Effectiveness, Adoption, Implementation, Maintenance) literature (e.g. commitment of principals and teachers; communication about the tool; impediments/facilitators to implementation, structural embedding of the tool into practice and policy, etc.).
Maintenance
时间窗: 20-30 minutes
To determine critical maintenance issues, we will conduct 20-30 minute interviews with all observed teachers teaching PE and school principals after SOFIT observations are complete in the Fall of 2023. We will code all interview transcripts using a thematic analysis approach, using predefined themes based on the RE-AIM (Reach, Effectiveness, Adoption, Implementation, Maintenance) literature (e.g. commitment of principals and teachers; communication about the tool; impediments/facilitators to maintenance, structural embedding of the tool into practice and policy, etc.).
Effectiveness
时间窗: Baseline (12 weeks); Follow-up (12 weeks)
We will examine differences in changes between intervention and control schools from baseline in Fall 2020 to follow-up in Fall 2023 in 1) continuous estimated minutes of PE/week; and 2) binary meeting the California PE minute mandate of 200 minutes of PE/10 days for elementary students. We will calculate the estimated minutes of PE class-time students receive per week using the number of PE minutes scheduled per week, the proportion of scheduled PE classes that did not occur on days we randomly arrived to observe class, and actual observed PE class length from System for Observing Fitness Instruction Time (SOFIT) observations. Differences in changes in calculated minutes of PE/week and meeting the California PE minute mandate will be determined using adjusted linear and logistic mixed effects models with a time by group interaction term and random effects on teachers nested within school.
次要结局
未报告次要终点
研究者
Hannah R. Thompson
Assistant Research Professor
University of California, Berkeley