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Implementation, Outcomes, and Sustainability of a School-Based Physical Activity Initiative

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Title: Implementation, Outcomes, and Sustainability of a School-Based Physical Activity Initiative
Language: English
Authors: David Bezeau (ORCID 0000-0002-4563-3691), Sylvie Beaudoin, Jonathan Chevrier, Marie-Maude Dubuc, Félix Berrigan, Sylvain Turcotte
Source: Journal of School Health. 2026 96(6).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 14
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Health Promotion, Physical Activity Level, Program Implementation, Program Effectiveness, Affordances, Barriers, Sustainability, Administrator Role, Teacher Role, Student Participation, Foreign Countries, Elementary Schools
Geographic Terms: Canada
DOI: 10.1111/josh.70170
ISSN: 0022-4391
1746-1561
Abstract: Background: Childhood physical inactivity is a major public health concern in Quebec. In 2018, Quebec launched "Let's Move at School!," a policy targeting 60 min of daily moderate-to-vigorous physical activity (MVPA) during the elementary school day, yet implementation and sustainability challenges persist. Methods: In 21 schools, this 5-year qualitative study (2018-2023) conducted 258 interviews and 40 focus groups with 258 school staff and 134 pupils. Data were analyzed thematically to examine how schools implemented the measure, what facilitated or hindered implementation, perceived impacts, and factors supporting sustainability. Results: Implementation was supported by structured governance (committees, clear roles, coordination), strong principal support, sufficient staff, and physical education and health (PEH) teachers' leadership. Pupil involvement in choosing activities enhanced motivation and ownership. Perceived benefits included improved concentration, behavior, and well-being, but were constrained by funding cuts, staff turnover, disengagement among some pupils, and limited alignment with the PEH curriculum. Implications for School Health Policies, Practice, and Equity: Policies should protect time and support for teachers, formalize governance, strengthen pupil voice, and provide stable, equity-sensitive funding to reduce implementation gaps across schools. Conclusions: The 60-min target alone is unlikely to produce equitable benefits without coherent organizational conditions and long-term support.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1507913
Database: ERIC
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  Data: Implementation, Outcomes, and Sustainability of a School-Based Physical Activity Initiative
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  Data: <searchLink fieldCode="AR" term="%22David+Bezeau%22">David Bezeau</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4563-3691">0000-0002-4563-3691</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sylvie+Beaudoin%22">Sylvie Beaudoin</searchLink><br /><searchLink fieldCode="AR" term="%22Jonathan+Chevrier%22">Jonathan Chevrier</searchLink><br /><searchLink fieldCode="AR" term="%22Marie-Maude+Dubuc%22">Marie-Maude Dubuc</searchLink><br /><searchLink fieldCode="AR" term="%22Félix+Berrigan%22">Félix Berrigan</searchLink><br /><searchLink fieldCode="AR" term="%22Sylvain+Turcotte%22">Sylvain Turcotte</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+School+Health%22"><i>Journal of School Health</i></searchLink>. 2026 96(6).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 14
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  Data: 10.1111/josh.70170
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  Data: 0022-4391<br />1746-1561
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  Data: Background: Childhood physical inactivity is a major public health concern in Quebec. In 2018, Quebec launched "Let's Move at School!," a policy targeting 60 min of daily moderate-to-vigorous physical activity (MVPA) during the elementary school day, yet implementation and sustainability challenges persist. Methods: In 21 schools, this 5-year qualitative study (2018-2023) conducted 258 interviews and 40 focus groups with 258 school staff and 134 pupils. Data were analyzed thematically to examine how schools implemented the measure, what facilitated or hindered implementation, perceived impacts, and factors supporting sustainability. Results: Implementation was supported by structured governance (committees, clear roles, coordination), strong principal support, sufficient staff, and physical education and health (PEH) teachers' leadership. Pupil involvement in choosing activities enhanced motivation and ownership. Perceived benefits included improved concentration, behavior, and well-being, but were constrained by funding cuts, staff turnover, disengagement among some pupils, and limited alignment with the PEH curriculum. Implications for School Health Policies, Practice, and Equity: Policies should protect time and support for teachers, formalize governance, strengthen pupil voice, and provide stable, equity-sensitive funding to reduce implementation gaps across schools. Conclusions: The 60-min target alone is unlikely to produce equitable benefits without coherent organizational conditions and long-term support.
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      – SubjectFull: Program Implementation
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