Trial reportBMC public health2025
Feasibility and acceptability of an implementation strategy to enhance use of classroom-based physical activity approaches in elementary schools: a mixed methods study.
Trial report in BMC public health, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. It is linked to trial NCT05048433 (Developing and Testing an Implementation Strategy for Active Learning to Promote Physical Activity in Children), which is not on this map. Not yet cited in PubMed.
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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.
Developing and Testing an Implementation Strategy for Active Learning to Promote Physical Activity in Children
Who cites it
0 citing papers in PubMed.
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Corrections and comments
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Authors and funding
8 authors.
Funding
Abstract
backgroundClassroom-based approaches are an evidence-based way to improve children's physical activity; however, they are inconsistently implemented in schools. We developed MAGIC (Movement for Academic Growth In Classrooms), a multifaceted implementation strategy that consists of leadership training, teacher training, and a monthly newsletter to improve use of classroom-based physical activity approaches. The purpose of this study is to examine the feasibility and acceptability of MAGIC among elementary school teachers and leaders.
methodsWe used an embedded, convergent mixed methods design. We provided the MAGIC implementation strategy to a partner elementary school. We then administered surveys to teachers to quantitatively examine feasibility and acceptability. The surveys included questions about training attendance, receipt of newsletters, and acceptability based on a theoretical framework of acceptability. We used descriptive statistics to understand feasibility and acceptability trends. We also conducted semi-structured group and individual interviews with teachers and school leaders to understand perspectives about MAGIC components. We used rapid assessment procedures to analyze qualitative data, and multiple integration strategies, including joint displays, to compare quantitative and qualitative findings.
resultsA total of 35 teachers (kindergarten-5
conclusionsThis study provides evidence supporting the feasibility and acceptability of the MAGIC implementation strategy among elementary school teachers and leaders. Future research should test MAGIC among more elementary schools to examine its impact on teacher implementation outcomes and students' physical activity levels.
trial registrationClinicalTrials.gov, NCT05048433, registered 9/8/2021, https://clinicaltrials.gov/ct2/show/NCT05048433.
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