A systematic review of staff training in school-based interventions targeting student physical activity behaviour
Oral Presentation B4.8
DOI:
https://doi.org/10.14288/hfjc.v14i3.512Keywords:
School, Physical Activity, Systematic Review, Teacher, ImplementationAbstract
Background: Evaluations of school-based physical activity (PA) interventions suggest limited effectiveness on children’s device-measured PA, partially due to poor implementation. Teacher-led implementation is common but the training provided to teachers is poorly understood and may affect implementation and effectiveness. Purpose: To systematically review the content of teacher training within interventions and examine associations between training characteristics, intervention fidelity and student PA outcomes. Methods: We searched seven databases (MEDLINE, ERIC, ASSIA, EMBASE, Scopus, Web of Science, and SPORTDiscus) from Jan2015-May2020 for randomised controlled trials of teacher-led school-based PA interventions. Publications had to report on teacher fidelity or device-based PA outcomes. Pilot, feasibility and small-scale (≤100 students) trials were excluded. Study authors were sent requests for additional information on teacher training following data extraction using the Template for Intervention Description and Replication checklist. Training content was coded using the Behaviour Change Technique (BCT) Taxonomy v1. Results: 69 papers describing 52 interventions delivered in 1,052 schools were included. Teacher training incorporated 5.17 (±3.16) BCTs; ‘Instruction on how to perform the behaviour’ (98%) and ‘Social support (unspecified)’ (52%) were the only frequently identified BCTs (minimum 50%). Teacher training was poorly reported and not underpinned by professional development or behavioural science literature. Analysis is on-going. Conclusions: Teacher training in school-based PA interventions is generally poorly reported. Data suggests that few BCTs are used to promote behaviour change amongst teachers. Findings may help to explain implementation failures and lack of effect. Registration: PROSPERO 2020 CRD42020180624. Funding: This work was supported by the Economic and Social Research Council [grant number ES/P000738/1]; the NIHR School of Public Health Research [grant number: SJAI/126 RG88936], the University of Cambridge; and the Medical Research Council [grant number: MC_UU_00006/5].
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Copyright (c) 2021 Mairead Ryan, Olivia Alliott, Erika Ikeda, Riikka Hofmann, Esther van Sluijs
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