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    A Tale of 2 Teachers: A Preschool Physical Activity Intervention Case Study

    239386_McIver.pdf (563.8Kb)
    Access Status
    Open access
    Authors
    Howie, Erin
    Brewer, A.
    Dowda, M.
    McIver, K.
    Saunders, R.
    Pate, R.
    Date
    2016
    Type
    Journal Article
    
    Metadata
    Show full item record
    Citation
    Howie, E. and Brewer, A. and Dowda, M. and McIver, K. and Saunders, R. and Pate, R. 2016. A Tale of 2 Teachers: A Preschool Physical Activity Intervention Case Study. Journal of School Health. 86 (1): pp. 23-30.
    Source Title
    Journal of School Health
    DOI
    10.1111/josh.12352
    ISSN
    0022-4391
    School
    School of Physiotherapy and Exercise Science
    Remarks

    This is the peer reviewed version of the following article: Howie, E. and Brewer, A. and Dowda, M. and Mciver, K. and Saunders, R. and Pate, R. 2016. A Tale of 2 Teachers: A Preschool Physical Activity Intervention Case Study. Journal of School Health. 86 (1): pp. 23-30.E], which has been published in final form at http://doi.org/10.1111/josh.12352. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving at http://olabout.wiley.com/WileyCDA/Section/id-820227.html#terms

    URI
    http://hdl.handle.net/20.500.11937/20587
    Collection
    • Curtin Research Publications
    Abstract

    BACKGROUND: Preschool settings vary greatly, and research has shown that interventions are more successful when they can be adapted to individual settings. This is a descriptive case study of how 2 teachers successfully adapted and implemented a preschool physical activity intervention. METHODS: The Study of Health and Activity in Preschool Environments (SHAPES) was a 3-year physical activity intervention. A detailed case study of 2 high-implementing teachers was conducted. Multiple data sources included accelerometry, direct observation, teacher surveys, and intervention staff field notes. RESULTS: Teacher A focused on integrating physical activity into a wide range of activities, including parent and community events. Teacher B focused on high-intensity, structured activities. Both teachers supported the intervention, worked closely with intervention staff, and operated their classroom as an autonomous unit with support from their directors. Teacher A provided an average of 31.5, 78.0, and 67.5 min of physical activity opportunity per day of observation during years 1, 2, and 3. Teacher B provided an average of 2.7, 33.5, and 73.3 minutes of physical activity opportunity per day of observation. CONCLUSION: Successful implementation of physical activity interventions may look different in different contexts; thus, interventions should allow for flexible implementation.

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