Background: Few whole-school physical activity programmes integrate implementation science frameworks within the design, delivery, and evaluation. As a result, knowledge of the key factors that support implementation at scale is lacking. The Creating Active Schools (CAS) programme was co-designed and is underpinned by the Capability, Opportunity, Motivation and Behaviour (COM-B) model and the Consolidated Framework for Implementation Research (CFIR). The study aims to understand the initial impact and implementation of CAS in Bradford over 9 months using McKay’s et al.’s (2019) implementation evaluation roadmap. Methods: Focus groups and interviews were conducted with school staff (n = 30, schools = 25), CAS Champions (n = 9), and the CAS strategic lead (n = 1). Qualitative data were analysed both inductively and deductively. The deductive analysis involved coding data into a priori themes based on McKay et al’s implementation evaluation roadmap, using a codebook approach to thematic analysis. The inductive analysis included producing initial codes and reviewing themes before finalising. Results: Identified themes aligned into three categories: (i) key ingredients for successful adoption and implementation of CAS, (ii) CAS implementation: challenges and solutions, and (iv) the perceived effectiveness of CAS at the school level. This included the willingness of schools to adopt and implement whole-school approaches when they are perceived as high quality and aligned with current school values. The programme implementation processes were seen as supportive; schools identified and valued the step-change approach to implementing CAS long-term. Formal and informal communities of practice provided “safe spaces” for cross-school support. Conversely, challenges persisted with gaining broader reach within schools, school staff’s self-competence and shifting school culture around physical activity. This resulted in varied uptake between and within schools. Conclusions: This study provides novel insights into the implementation of CAS, with outcomes aligning to the adoption, reach, and sustainability. Successful implementation of CAS was underpinned by determinants including acceptability, intervention complexity, school culture and school stakeholders’ perceived self-efficacy. The combination of McKay’s evaluation roadmap and CFIR establishes a rigorous approach for evaluating activity promotion programmes underpinned by behavioural and implementation science. Resultantly this study offers originality and progression in understanding the implementation and effectiveness of whole-school approaches to physical activity.

Background: National and international guidance recommends whole-school approaches to physical activity, but there are few studies assessing their effectiveness, especially at an organisational level. This study assesses the impact of the Creating Active School’s (CAS) programme on organisational changes to physical activity provision. Methods: In-school CAS leads completed a 77-item questionnaire assessing school-level organisational change. The questionnaire comprised 19 domains aligned with the CAS framework and COM-B model of behaviour change. Wilcoxon Signed Rank Tests assessed the pre-to-nine-month change. Results: >70% of schools (n = 53) pre-CAS had inadequate whole-school physical activity provision. After nine months (n = 32), CAS had a significant positive effect on organisational physical activity. The positive change was observed for: whole-school culture and ethos, teachers and wider school staff, academic lessons, physical education (PE) lessons, commute to/from school and stakeholder behaviour. Conclusions: This study provides preliminary evidence that CAS is a viable model to facilitate system-level change for physical activity in schools located within deprived areas of a multi-ethnic city. To confirm the results, future studies are required which adopt controlled designs combined with a holistic understanding of implementation determinants and underlying mechanisms.

Purpose This study aimed to assess the impact of a 6-wk “Maths on the Move” (MOTM) physically active learning program on primary school children’s physical activity (PA) levels and math performance. Methods This was a randomized controlled trial. Year 5 children’s PA was assessed using accelerometry for 5 consecutive school days at baseline and during the final intervention week (final sample: n = 97; mean age = 9.61 ± 0.29 yr; 52.6% female). Two math performance tests were used, one assessing mathematical content taught during MOTM and one assessing math’s fluency (Maths Addition and Subtractions, Speed and Accuracy Test). Both tests were conducted at baseline and after the intervention (week 7). Focus groups were conducted in week 7 with intervention children (n = 12), randomly choosing an even split of children classified with preintervention low or high PA levels. Results On average, during a typical 45- to 49-min MOTM lesson, children obtained an additional 5 min of moderate-to-vigorous PA and 5.7 min of light PA counteracted by a reduction of 9.5 min of time spent sedentary compared with children who remained in the classroom (control condition). The math attainment test performance significantly improved over time for children in the MOTM compared with the control (+6.1 vs +0.9, P ≤ 0.0001, d = 1.507). No significant improvements were found in the Maths Addition and Subtractions, Speed and Accuracy Test total score. Seven emerging themes were derived from the child focus groups. Children felt the MOTM sessions resulted in social and environmental improvements, which improved learning during the sessions. Children described the MOTM sessions as enjoyable, fun, engaging, and invigorating—resulting in positive associations to learning and activity. Conclusions Collectively, the findings identify that the MOTM program improves pupil’s PA levels and academic outcomes and identifies pupil’s willingness, enjoyment, and engagement.

Background Few whole-school physical activity programmes integrate implementation science frameworks within the design, delivery, and evaluation. As a result, knowledge of the key factors that support implementation at scale is lacking. The Creating Active School programme was co-designed and is underpinned by the COM-B model and the Consolidated Framework for Implementation Research. The study aims to understand the initial impact and implementation of CAS in Bradford over 9 months using McKay’s implementation evaluation roadmap. Methods Focus groups and interviews were conducted with school staff (n = 30, schools = 25) CAS Champions (n = 9) and the CAS strategic lead (n = 1). Qualitative data were analysed both inductively and deductively. The deductive analysis involved coding data into a priori themes based on McKay et al’s implementation evaluation roadmap, using a codebook approach to thematic analysis. The inductive analysis included producing initial codes and reviewing themes before finalising. Results Identified themes aligned into three categories: (i) key ingredients for successful adoption and implementation of CAS, (ii) CAS implementation: challenges and solutions, and (iv) the perceived effectiveness of CAS at the school level. This included the willingness of schools to adopt and implement whole-school approaches when they are perceived as high quality and aligned with current school values. The programme implementation processes were seen as supportive; schools identified and valued the step-change approach to implementing CAS long-term. Formal and informal communities of practice provided “safe spaces” for cross-school support. Conversely, challenges persisted with gaining broader reach within schools, school staff's self-competence and shifting school culture around physical activity. This resulted in varied uptake between and within schools. Conclusions This study provides novel insights into the implementation of CAS, with outcomes aligning to the adoption, reach, and sustainability. Successful implementation of CAS was underpinned by determinants including acceptability, intervention complexity, school culture and school stakeholders’ perceived self-efficacy. The combination of McKay’s evaluation roadmap and CFIR establishes a rigorous approach for evaluating activity promotion programmes underpinned by behavioural and implementation science. Resultantly this study offers originality and progression in understanding the implementation and effectiveness of whole-school approaches to physical activity.

Background : Evidence on the long-term implementation and sustainability of whole-school physical activity programs remains limited. The Creating Active Schools (CAS) program incorporated the CAS Framework to support schools to focus on organizational and cultural change for physical activity. This study evaluates the medium-term implementation of CAS, after 2 academic years. Methods : A qualitative descriptive approach was employed. After 2 years of implementation, 35 participants from 30 Bradford schools, including school staff, CAS Champions, and Bradford CAS locality leads took part in semistructured focus groups. Thematic analysis followed a codebook method, combining inductive, data-driven insights with deductive themes based on McKay et al’s implementation evaluation roadmap, and aligned to the Consolidated Framework Implementation Research. Results : The program increased the reach compared with the first year, with more staff buying into CAS and gaining confidence as advocates of physical activity. Schools shifted from creating new initiatives to embedding and sustaining previous efforts, and some schools required repeated doses to reinstate CAS as a priority where there had been high staff turnover or superficial initial buy-in. Core components of CAS that mitigated negative influences from the wider educational system, included peer-to-peer learning, and inter and intraknowledge exchange arising from the communities of practice. Collectively, these factors contributed to the combined agency within the school to implement CAS. Conclusions : The medium-term implementation of whole-school physical activity programs is contingent on understanding the broader educational context and system influences. This study underscores the importance of communities of practice and supportive structures in sustaining school-based physical activity initiatives.