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

Zoe E. Helme, Jade L. Morris, Joanna Nichols, Anna E. Chalkley, Daniel D. Bingham, Gabriella M. McLoughlin, John B. Bartholomew and Andrew Daly-Smith ()
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Zoe E. Helme: Faculties of Life Sciences and Health Studies, University of Bradford, Richmond Road, Bradford BD7 IDP, UK
Jade L. Morris: Faculties of Life Sciences and Health Studies, University of Bradford, Richmond Road, Bradford BD7 IDP, UK
Joanna Nichols: Faculties of Life Sciences and Health Studies, University of Bradford, Richmond Road, Bradford BD7 IDP, UK
Anna E. Chalkley: Centre for Applied Education Research, Wolfson Centre for Applied Health Research, Bradford Royal Infirmary, Bradford BD9 6TP, UK
Daniel D. Bingham: Faculties of Life Sciences and Health Studies, University of Bradford, Richmond Road, Bradford BD7 IDP, UK
Gabriella M. McLoughlin: College of Public Health, Temple University, Philadelphia, PA 19140, 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

IJERPH, 2022, vol. 19, issue 24, 1-14

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.

Keywords: physical activity; whole-school approach; organisational change; creating active schools (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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