ArticleTranslational behavioral medicine2025
Using implementation mapping to design an implementation strategy for classroom-based physical activity approaches in elementary schools.
Article in Translational behavioral medicine, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
10 authors.
Funding
Abstract
backgroundPhysically active breaks and lessons are evidence-based approaches to improving student's physical activity. Yet, schools and teachers face implementation challenges, requiring the need for effective implementation strategies. PURPOSE: Use Implementation Mapping to develop an implementation strategy for physically active breaks and lessons in elementary schools.
methodsWith our partner school district, we assembled a planning group with expertise in education, public health, and implementation science. The group completed five Implementation Mapping tasks: (i) conduct needs and assets assessment and identify adopters and implementers, (ii) identify implementation outcomes, performance objectives, and determinants, and create matrices of change objectives, (iii) choose theoretical change methods and select and create implementation strategies, (iv) produce implementation protocols and materials, and (v) evaluate implementation outcomes. We also developed an Implementation Mapping (IMap) Logic Model illustrating proposed mechanisms of action.
resultsThe implementation strategy focused on the principal/assistant principal, instructional coaches, and teachers. The implementation outcome was teacher implementation fidelity (implementation ≥2 physically active breaks/lessons per day). The developed strategy consisted of leadership training, teacher training, a newsletter, resources for teachers, and a parent flyer. The strategy operationalized change methods (theoretical techniques influencing implementation determinants) and practical applications (operationalization of change methods) to address implementation determinants and outcomes.
conclusionsImplementation Mapping provided a systematic process for developing an implementation strategy for physically active breaks and lessons in elementary schools. The IMap Logic Model identifies the proposed mechanisms of action for further testing. The strategy has the potential to benefit schools, teachers/staff, and students by enhancing physical activity.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.