Facilitators and barriers to successful implementation of in-school physical activity policy in the Mississippi Delta

Background.  In 2007, the Mississippi (MS) legislature acted to reduce childhood obesity through the MS Healthy Students Act to increase in-school physical activity (ISPA) opportunities. However, schools in predominantly rural, low-income, racially concentrated communities are not meeting the provisions of the law.  The purpose of this project was to disseminate evidence-based findings to state policy-makers and to disseminate ISPA best practices at the school-level. Methods. A collective case study approach was used to investigate ISPA policy implementation in the MS Delta using focus groups and key informant interviews. Transcendent themes were identified within and across groups to describe the factors that influence ISPA policy.  Results. Students recognized the importance of ISPA for academic achievement, enjoyed physical activity integrated into classroom learning, and valued physical education (PE) and recess. PE teachers identified four primary barriers to implementing PE curricula.  Administrators agreed that academic achievement is their primary concern, recognized the importance of ISPA in achieving academic success, and acknowledged funding as a barrier. Discussion. Most district- and school-level personnel recognize the importance of ISPA for students’ academic success but acknowledge there are formidable challenges. Despite these challenges, there are schools in the MS Delta with successful ISPA programs. A key concept is having a school principal that serves as an “ISPA champion” and plays an integral role in creating a school culture that values ISPA.  Investigators met with state legislators to share the outcomes of this investigation. A research brief, policy brief, and best practices document were developed and disseminated.