Evaluating the scaling up of an effective implementation intervention (PACE) to increase the delivery of a mandatory physical activity policy in primary schools

Table 4 Results from linear mixed models illustrating differences in minutes of physical activity scheduled by teachers from baseline compared to 12-month follow-up

Outcome	Baseline Mean (SD)	12-month follow-up Mean (SD)	Unadjusted Mean difference (95% CI)	Adjusted Mean* difference (95% CI)	p-value
Total physical activity	124.0 (46.4)	152.8 (45.8)	25.5 (20.4, 30.6)^a	26.8 (21.2, 32.4)^b	< 0.001
Energisers	17.0 (26.4)	38.1 (29.9)	19.1 (15.4, 22.8)^a	20.6 (16.5, 24.6)^b	< 0.001
Integrated lessons	11.2 (19.0)	15.7 (18.8)	4.7 (1.6, 7.8)^c	4.6 (1.4, 7.8)^c	0.006
PE	47.8 (32.3)	51.5 (34.2)	3.8 (-0.2, 7.8)^a	2.7 (-1.8, 7.1)^b	0.24
Sport	53.3 (24.8)	54.0 (26.2)	1.2 (-2.0, 4.3)^a	1.3 (-2.0, 4.6)^b	0.43

*Adjusted for: school factors: type (i.e. government, Catholic, independent), geographical location and socioeconomic disadvantage classification; teacher factors: sex, employment status, years of teaching experience and whether they job share
^aNumber of schools = 88, which includes 84 schools with valid baseline data and 73 schools with valid follow-up; total number of teachers = 663
^bNumber of schools = 88, which includes 84 schools with valid baseline data and 73 schools with valid follow-up; total number of teachers = 591
^cUnadjusted analysis: number of schools = 85, which includes 75 schools with valid baseline data and 65 with valid follow-up, total number of teachers = 405; Adjusted analysis: number of schools = 85, total number of teachers = 397. NB: There fewer schools included in the analysis of integrated lessons due to missing/invalid data for this component of physical activity

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