Table 2 All 13 categories of barriers generated from the CI process

A. Time

Time constraints to integrate the proposed programme

A demand for time in the curriculum, impacting time allotted for interventions

B. Government and Institutional

Factors relating to policy that may support institutionalisation of the programme.

Refusal of government to offer greater time for PE/sports in schools

C. Curricular Conflicts

The contextual appropriateness and congruence with the existing curriculum and schools’ priorities

Conflict between school targets and research targets

D. Design and Implementation

The compatibility and adaptability of the proposed programme

Lack of considerations of long-term sustainability and implementation of the programme

E. Research Challenges

Challenges relating to conducting intervention research

Failure to recruit schools/children to interventions

F. Knowledge and Appreciation

Perceived need and benefits of the proposed programme and possession of the relevant skills and knowledge

Lack of teacher knowledge of FMS and PA in children

G. Conflicts and Purposes within PE

The contextual appropriateness and congruence with the current PE curriculum and practice

Conflicting interpretations among PE teachers of the aims and the purpose of FMS interventions

H. Resources and Funding

Factors relating to funding and resources at the government level and individual organisational level.

Lack of funding to support implementation phase

I. Staffing

Specific considerations on staffing, internal advocates and managerial support necessary for successful implementation

Shortage of staff to support interventions, therefore prevents the ‘adoption’ of an intervention going forward

J. Efficacy and Attitude

Motivation and self-efficacy to implement the proposed programme

Unwillingness by PE teachers to implement strategies that they are not familiar with

K. Training

Approaches to insure providers proficiencies in the skills and knowledge required to implement the programme

Lack of Continuing Professional Development for PE teachers (i.e. minimal contact time with PE teachers) and therefore inadequate training

L. Testing Challenges

Challenges relating to conducting outcome assessments

Failure of test subjects to engage with demonstration from researchers

M. Intervention Evaluation

Practice and knowledge on programme evaluations.

Inadequate reporting on interventions, such as intervention process, actual ‘on-task’ time for FMS practice, and actual delivered dose of the intervention