Table 4 Barriers and facilitators to teacher intervention delivery, sustained implementation and integration into school policy
Level of impact | Facilitators N = 60 teachers (T3), N = 92 teachers (T4) | Barriers N = 60 teachers (T3), N = 92 teachers (T4) |
|---|---|---|
Intervention delivery | ||
Organisational | Integration into and expansion of existing practices | Lack of awareness participating/program promotion |
Supporting school ethos and infrastructure | Crowded curriculum | |
Practicalities/setting characteristics (i.e. classroom size) | ||
aNo homework policy | ||
aParental lack of support for active/standing homework | ||
Individual | Children’s enjoyment | Lack of time |
Teacher awareness and understanding of values/benefits | Associated with disruptions or distractions | |
Freedom to incorporate when required | Forgetting to implement | |
Perceived appropriateness (i.e. behavioural difficulties) | ||
Perceived lack of benefits or value | ||
aLack of awareness/planning | ||
Sustained intervention implementation | ||
Organisational | Integrates into existing teaching practices | Time |
Integrates into other school areas | Insufficient integration of key messages across curriculum | |
Regular professional development, implementation support | Lack of consistent reinforcement/awareness of program | |
School leadership and support | ||
Raising profile of physical activity as a priority in the school | ||
Individual | Awareness of program benefits to teaching | Perceptions of program impact |
Awareness of program benefits among children | Demands of complete program delivery | |
Children’s enjoyment | Perception of work and integration into existing practices | |
Increased ideas and program materials | ||
Intervention integration into school policy | ||
Organisational | Integration and prioritisation in school/curriculum planning | Mandating the program as a policy unsupported by school |
Facilitate integration into existing curriculum | Practicalities (i.e. classroom infrastructure) | |
Incorporate as part of teacher training/PD sessions | Gaining whole-of-school and committee support | |
Whole of school and leadership support | Time and crowded curriculum | |
Prioritising program within a supportive planning strategy | ||
Individual | Increase awareness and promotion of values/benefits | Perceived value of program components |
Reinforce teacher commitment and support for delivery | ||