Physically Active Kids in School (PACE) is an efficient implementation strategy to increase the amount of time that classes teachers are scheduled for physical activity every week. The evaluations of PACE have focused on a small number of schools in just one region within New South Wales Australia. In order for PACE is to be able to deliver population-wide benefits, we need to be able to provide this assistance to a greater number of schools in different regions. This study was designed to assess the expansion of PACE.
Methods
A non-controlled before and after study involving 100 schools across three regions, was conducted. Schools that participated received PACE for a period of approximately 12 months. We evaluated the following results that were achieved: the delivery of evidence-based interventions (EBI) (i.e. hours of exercise to be scheduled by the teachers of the classroom each week) and the delivery of methods of implementation (i.e. dosage delivered, reach as well as indicators of sustainable) and the key factors of the process (i.e. the acceptance of strategies and costs).
The data was collected through the project officer’s records, as well as teacher and principal surveys. Mixed models of linear linear form were employed to measure EBI delivery through evaluating the variation in the average duration of physical activity that teachers schedule each week, from baseline to follow-up. Descriptive data were utilized to determine the efficacy of strategies for implementation and their quality (i.e. PACE). A prospective, trial-based economic assessment was used to determine the cost.
Results
The delivery to the EBI was successful. Teachers increase their average hours of total physical activity throughout the week by 26.8 minutes (95 percent 95% CI: 21.2, 32.4, p > 0.001) upon receiving the PACE. Indicators of the delivery of implementation strategies were very high 90% of the schools that were deemed to be consenting received all components and strategies (reach) and 100 percent of strategies were provided by the facilitator (dose) with a high percentage of schools followed all strategies (11 of 14 components) and acceptance was greater than 50% agreement on every system. The additional cost per minute of exercise scheduled each week was $27 for each school (Uncertainty Interval $24, $31).
Conclusions
PACE is effective in delivering across a variety of regions and to numerous schools. Due to the continuous and scalable advantages of PACE, It is crucial to continue to develop and improve the program as we look at ways to cut the costs.