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Online Program

322984
School Administrator Perspectives on Successful Wellness Policies related to Physical Activity


Monday, November 2, 2015

Brit I. Saksvig, PhD, MHS, Department of Epidemiology and Biostatistics, University of Maryland School of Public Health, College Park, MD
Brittany Schuler, MSW, LSW, School of Social Work, University of Maryland, Baltimore, Baltimore, MD
Joy Nduka, Department of Pediatrics, Growth and Nutrition Division and Department of Epidemiology and Public Health, University of Maryland School of Medicine, Baltimore, MD
Erin Hager, PhD, Department of Pediatrics, Growth and Nutrition Division and Department of Epidemiology and Public Health, University of Maryland School of Medicine, Baltimore, MD
The Healthy, Hunger-Free Kids Act required school wellness policy (SWP) standards to be put into place for physical activity, nutrition, and staff education/training. SWP implementation varies by each of these three categories. This study explored the SWPs associated specifically with physical activity (PA) that were implemented in Maryland public schools and the barriers/enablers encountered with those policies.

School administrators from 24 school systems in Maryland (n=757(56%) completed a survey for the Maryland Wellness Policies and Practices Project. Twenty-one randomly selected semi-structured phone interviews were then conducted with administrators to describe successful SWPs and associated barriers/enablers. Interviews were analyzed using Atlas.ti.

When asked about successful SWPs, 14 (67%) of administrators identified a SWP related to PA representing elementary (64%), middle (14%), and high schools (21%), with 36% representing low-income schools (>50% Free/Reduced Price Meals). Nine administrators (64%) described PA programs/events as examples of successful SWPs, such as specific programs (e.g., Fuel Up to Play 60), active fundraisers (e.g. Jump Rope for Heart) and stand-alone events (e.g., family fun night) and 36% described teacher/staff PA programs. The 3 biggest barriers included time (64%), funding/resources (36%) and weather (3%), teachers/staff (3%), and parents (3%). The 3 biggest enablers were teachers/staff (86%), funding/resources (28%) and system level support (28%).

These findings suggest that administrators are aware of the PA programing in their schools, but are not aware of the specific wellness policies related to improving/promoting PA. The results from this study will be used to help schools to develop stronger SWPs for PA.

Learning Areas:

Public health or related organizational policy, standards, or other guidelines
Public health or related public policy

Learning Objectives:
Describe successful school wellness polices associated with physical activity as mentioned by school administrators. Identify the barriers and enablers to school wellness policies related to physical activity. Formulate ideas for how schools can develop and promote stronger wellness policies related to physical activity.

Keyword(s): Physical Activity, School-Based Health

Presenting author's disclosure statement:

Qualified on the content I am responsible for because: I have been an investigator of multiple federally funded grants focusing on physical activity interventions and policy in schools and the community. Among my interests is the implementation of School Wellness Policies.
Any relevant financial relationships? No

I agree to comply with the American Public Health Association Conflict of Interest and Commercial Support Guidelines, and to disclose to the participants any off-label or experimental uses of a commercial product or service discussed in my presentation.

Back to: 3313.0: Developing Physically Active Habits at a Young Age