ArticleBMC public health2018
A retrospective qualitative evaluation of barriers and facilitators to the implementation of a school-based running programme.
Article in BMC public health, 2018. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 15 papers, 1 of them a synthesis that pooled it.
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Who cites it
15 citing papers in PubMed, 1 synthesis or guideline pooled it, 38 citations in OpenAlex.
- Adoption, implementation and sustainability of school-based physical activity and sedentary behaviour interventions in real-world settings: a systematic review.The international journal of behavioral nutrition and physical activity · 2019Pooled it
- Teacher Training and Engagement in Health Promotion Mediates Health Behavior Outcomes.International journal of environmental research and public health · 2022Trial
- The FIT FIRST 10 dose-response study: evaluation of implementation outcomes.Frontiers in sports and active living · 2025Article
- Examining associations between school-level determinants and the implementation of physical activity opportunities.Translational behavioral medicine · 2024Article
- Using the R = MCBMC public health · 2024Article
- Effects of active breaks on educational achievement in children with and without ADHD: study protocol and rationale of the Break4Brain project.Frontiers in psychology · 2024Article
- Implementing a Digital Depression Prevention Program in Australian Secondary Schools: Cross-Sectional Qualitative Study.JMIR pediatrics and parenting · 2023Article
- Identifying local authority need for, and uptake of, school-based physical activity promotion in England-a cluster analysis.Journal of public health (Oxford, England) · 2022Article
- Exploring implementation of a nationwide requirement to increase physical activity in the curriculum in Danish public schools: a mixed methods study.BMC public health · 2021Article
- The Daily Mile in practice: implementation and adaptation of the school running programme in a multiethnic city in the UK.BMJ open · 2021Article
- Process evaluation of a pre-adolescent transdisciplinary health intervention for inter-generational outcomes.PloS one · 2021Article
- An Evaluation of the Implementation of a UK School-Based Running Program.Children (Basel, Switzerland) · 2020Article
- Using a multi-stakeholder experience-based design process to co-develop the Creating Active Schools Framework.The international journal of behavioral nutrition and physical activity · 2020Article
- The Daily Mile: Whole-school recommendations for implementation and sustainability. A mixed-methods study.PloS one · 2020Article
- The Daily Mile as a public health intervention: a rapid ethnographic assessment of uptake and implementation in South London, UK.BMC public health · 2019Article
Corrections and comments
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Authors and funding
6 authors at 2 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundThere is growing interest in school-based interventions which deliver opportunities for additional physical activity time outside of physical education (PE). A practical and cost-effective approach may be school running programmes. Consequently, many school-based running initiatives are currently being implemented in a grass-roots style movement across the UK. However, research on the implementation of physical activity programmes in schools is notably underdeveloped. Therefore, this qualitative study aimed to better understand the barriers and facilitators to the implementation of a running programme, Marathon Kids (MK), within primary schools in England.
methodsTwo sets of semi-structured interviews were conducted, the first with each of the three core members of staff responsible for MK, and the second with each of the MK school staff Champions from 20 primary schools. Also, nine focus groups were conducted with 55 pupils (6-10 years) from five of the schools; all were analysed using thematic analysis.
resultsThree themes were identified surrounding the barriers and facilitators to implementation: features of the programme (e.g. ethos and resources), school climate (e.g. culture; whole school engagement; PE and physical activity policies and goals; and physical environment) and programme implementation decisions (e.g. aspirations and planning and sustainability).
conclusionFindings suggest that the barriers and facilitators to implementation are wide-ranging and include programme, organisational and system-level factors. Collectively pointing towards the need for a preparation period before implementation to understand schools' readiness to implement and context-specific factors, both regarding organisational capacity and programme specific capacity.
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