Implementation and Sustainability of Student Peer-Led Physical Activity Programs in a School Community
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| Title: | Implementation and Sustainability of Student Peer-Led Physical Activity Programs in a School Community |
|---|---|
| Language: | English |
| Authors: | Peggy Lockyer, Deidre Le Fevre, Mark Vickers (ORCID |
| Source: | Journal of Professional Capital and Community. 2024 9(2):154-170. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Program Implementation, Sustainability, Physical Activities, Peer Teaching, Program Effectiveness, Student Participation, Participative Decision Making, Curriculum, Foreign Countries, Physical Activity Level, Health Promotion, Physical Fitness, Peer Influence, Student Leadership, Elementary Secondary Education |
| Geographic Terms: | New Zealand |
| DOI: | 10.1108/JPCC-12-2023-0083 |
| ISSN: | 2056-9548 2056-9556 |
| Abstract: | Purpose: This study sets out to investigate the elements of the collaborative culture required for the successful implementation and sustainability of programs in schools. It draws on a case study of a student peer-led physical activity (PA) program implemented within the complex and dynamic environment of school communities in New Zealand. The article outlines four key components needed to effectively implement and impact long term sustainability of a program within the school context. Design/methodology/approach: This qualitative case study examines the implementation of a new peer-led PA program introduced across eight New Zealand schools. Data were collected from semi-structured interviews with senior leaders, teachers and parents and analyzed through a complexity theory lens. Findings: Effective and sustainable program implementation requires a strategic, collaborative approach through actively engaging with and resourcing four key interacting components: student choice, voice and agency; collective responsibility; shared understanding of purpose; and curriculum coherence. Originality/value: This research offers a pragmatic approach to developing collaborative school communities that can effectively implement change by highlighting key areas of focus that policymaker, school leaders and program designers can plan for. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1422193 |
| Database: | ERIC |
| Abstract: | Purpose: This study sets out to investigate the elements of the collaborative culture required for the successful implementation and sustainability of programs in schools. It draws on a case study of a student peer-led physical activity (PA) program implemented within the complex and dynamic environment of school communities in New Zealand. The article outlines four key components needed to effectively implement and impact long term sustainability of a program within the school context. Design/methodology/approach: This qualitative case study examines the implementation of a new peer-led PA program introduced across eight New Zealand schools. Data were collected from semi-structured interviews with senior leaders, teachers and parents and analyzed through a complexity theory lens. Findings: Effective and sustainable program implementation requires a strategic, collaborative approach through actively engaging with and resourcing four key interacting components: student choice, voice and agency; collective responsibility; shared understanding of purpose; and curriculum coherence. Originality/value: This research offers a pragmatic approach to developing collaborative school communities that can effectively implement change by highlighting key areas of focus that policymaker, school leaders and program designers can plan for. |
|---|---|
| ISSN: | 2056-9548 2056-9556 |
| DOI: | 10.1108/JPCC-12-2023-0083 |
