Target Behavior: Healthy Eating, Physical Activity
Intervention Type: Direct Education, PSE Change
Intervention Reach and Adoption
Age: Elementary School
BEPA 2.0 website: https://extension.oregonstate.edu/bepa
The revised BEPA 2.0 fills a gap in standard-aligned PA and health promotion resources available to teachers. While trainings are not a requirement to implement BEPA 2.0, data support that when teachers are trained and report high self-efficacy to deliver BEPA activity breaks, they are more likely to implement , and kids in their classrooms are more active compared to kids in classrooms where BEPA 2.0 is not implemented .We evaluated the effectiveness of our BEPA 2.0 training program that centers on partnering with Cooperative Extension to train classroom teachers to implement BEPA 2.0 . Extension trainers (ET) were trained by the BEPA 2.0 Master Trainer (MT), and teachers (N=244) were subsequently trained by either ET or the MT. Trainers provided information about school-based PA, best practice strategies, and BEPA 2.0 activity simulations. Teachers completed post-training surveys to assess confidence, comprehension, and self-efficacy to implement BEPA 2.0. There were no differences between MT (n=58) and ET (n=94) training groups in perceived confidence (p=0.12), comprehension (p=0.08), or self-efficacy (p=0.18) to implement BEPA 2.0. Qualitative results highlighted four themes encompassing implementation barriers and related problem-solving strategies; time constraints, space constraints, classroom interruptions/distractions, and limited school support. High training satisfaction and similar quality across ET and MT groups indicate the train-the-trainer approach is a promising strategy to enhance BEPA 2.0 dissemination.
We recently conducted a pilot evaluation of BEPA 2.0 implementation among teachers in schools receiving BEPA 2.0 trainings via Cooperative Extension . Trainings were delivered to 837 teachers in 38 schools from fall 2018 to fall 2019. Three to six months post-training, a brief survey assessing implementation was distributed to all teachers at trained schools. Overall, 90.1% of teachers reported using BEPA 2.0, most commonly to provide classroom activity breaks (84.0%) and meet PE minute requirements (53.0%). Most teachers (71.8%) implement 1-2 times per week, with nearly all teachers (97.2%) able to include children with disabilities in activities. More trained (91.1%) versus untrained teachers (83.4%) reported using BEPA 2.0 (p=0.03).
- Gunter, K.B., Abi Nader, P., Armington, A., Hicks, J.C., John, D. Evaluation of an Extension-Delivered Resource to Accelerate Progress in Childhood Obesity Prevention: The BEPA-Toolkit. Journal of Extension, 2017 55(1), Article 2FEA5. Available at: https://archives.joe.org/joe/2017april/a5.php
- Abi Nader P., Hilberg E., Schuna Jr. J.M., John D.H., Gunter K.B. Association of teacher-level factors with implementation of classroom-based physical activity breaks. J Sch Health. 2019; DOI: 10.1111/josh.12754.
- Gunter, K.B., Taylor, N., Packebush, T. Partnering with Cooperative Extension To Advance Physical Education Policies And Practice: Evaluating The Train-the-trainer Approach. Medicine & Science in Sports & Exercise. In press. Medicine & Science in Sports & Exercise. To be published June 2020.
- Packebush, T., Winfield, T., Gunter, K.B. Evaluating Extension-supported Implementation of a Classroom-based Physical Activity Program in Under-resourced Schools. In press. Medicine & Science in Sports & Exercise. To be published June 2020