Evaluation of a School–Community Linked Physical Activity Intervention Targeting 7- to 12-Year-Olds: A Sociocultural Perspective

ABSTRACT
Background: Public health professionals advocate school-based and community physical activity
(PA) interventions as an effective method to increase PA levels and improve physical fitness.
Purpose: This evaluation independently assessed a school–community linked PA intervention by
exploring the provision, process, and impact of the program and its outcomes. Methods: Students
10 aged 7 to 12 years (n = 468, intervention group [IG]; n = 128, control group [CG]), teachers
(n = 19), head teachers (n = 4), school program contacts (n = 4), and program administrator (n = 1)
took part in the evaluation. Program content and processes were assessed using questionnaires
and semistructured interviews. A mixed effect model was used to assess changes in physical
fitness, PA levels, and attitudes toward PA at baseline and postintervention. Results: CG increased
15 body mass (P > .001), aerobic capacity (P > .001), and push-ups (P = .005), as well as improved
attitudinal scores toward health and fitness and vertigo (P < .05) compared to the IG. Process
evaluation revealed struggles with implementation and design, including pedagogical issues to
facilitate program goals. The intervention did not improve attitudinal outcomes, PA levels, or
physical fitness above that of the CG. Translation to Health Education Practice: Sustainable PA
20 interventions need to adopt a sociocultural approach that is grounded in learning models and
delivered by staff with relevant pedagogical content knowledge.