Evaluating the Implementation of a Before-School Physical Activity Program: A Mixed-Methods Approach in Massachusetts, 2018
IMPLEMENTATION EVALUATION — Volume 17 — October 1, 2020
PEER REVIEWED
The timeline chronologically shows a horizontal list of meetings and significant dates on top, including grant submission, program implementation, and end of first year funding, beginning in July 2017 and ending after November 2018. Below the timeline are more detailed activities, including meeting conversations with stakeholders, leader recruitment, training sessions, technical consultation, and accessing additional funding. All activities are shown according to month of occurrence.
Figure 1.
Evaluation timeline with overview of stakeholder engagement process and implementation strategies, 2018–2019.
The diagram illustrates program reach and participation in the Build Our Kids Success program evaluation during spring and fall sessions, 2018. At maximum capacity, the program could accommodate 230 students over 2 sessions, or approximately 17% of the total student body across the 3 schools. A total of 188 students (82%) of potentially 230 students began the program. More students, 116 of 128, contributed measurements at follow-up than those at baseline, 112 of 128. Total enrollment for fall session was reduced to 110 students, because elementary school 2 decreased target enrollment from 40 to 30 students for a lower student-to-trainer ratio.
Figure 2.
Flow diagram of physical activity participants in the Build our Kids Success (BOKS) evaluation from 3 schools in Revere, Massachusetts, spring and fall 2018.
The opinions expressed by authors contributing to this journal do not necessarily reflect the opinions of the U.S. Department of Health and Human Services, the Public Health Service, the Centers for Disease Control and Prevention, or the authors’ affiliated institutions.