Table 3 Influencing factors on HPSF in the four schools
From: Process evaluation of the Healthy Primary School of the Future: the key learning points
| Â | School 1 | School 2 | School 3 | School 4 |
|---|---|---|---|---|
Coordination | −/+ Mainly focus on lunch break changes, modest collaboration between school coordinator and PE coordinator | ++ Overall focus, optimal collaboration between school coordinator and PE coordinator | - Limited time and focus, limited collaboration between school coordinator and PE coordinator | + Mainly focus on lunch break changes, optimal collaboration between school coordinator and PE coordinator |
Team cohesion | + External PE assigned to class, contact and collaboration improved over time, also due to annual party for whole team | ++ External PE assigned to class contact and collaboration improved over time, also due to training course for whole team and much focus and efforts from coordinators | - More classes than external PE, external PE divided by activity, limited contact between external PE and teachers, meeting helped to get to know each other. | −/+ More classes than external PE, external PE divided by activity, contact between external PE and teachers when needed, meeting helped to get to know each other. |
Bottom-up involvement: development | ++ Full year for development, teachers and parents involved, unanimous teacher support, 89% parent support | ++ Full year for development, teachers and parents involved, unanimous teacher support, 88% parent support | −/+ Full year for development, teachers and parents involved, no full teacher support, 68% parent support | - Two months for development, teachers and parents not fully involved in development process |
Bottom-up involvement: implementation | −/+ Children voice group, parental volunteers, some additional changes with involvement of parents and teachers, teachers’ assumption that HPSF consists only of the lunch break changes and does not involve teacher participation | −/+ Children voice group, parental volunteers, some additional changes with involvement of parents and teachers, teachers’ assumption that HPSF consists only of the lunch break changes and does not involve teacher participation | - Children voice group, no parental volunteers, teachers’ and parents’ involvement limited, teachers’ assumption that HPSF consists only of the lunch break changes and does not involve teacher participation | - Children voice group, parental volunteers, teachers’ assumption that HPSF consists only of the lunch break changes and does not involve teacher participation |
External support | ++ Many different external partners involved and supporting the schools in all aspects of HPSF. | ++ Many different external partners involved and supporting the schools in all aspects of HPSF. | ++ Many different external partners involved and supporting the schools in all aspects of HPSF. | ++ Many different external partners involved and supporting the schools in all aspects of HPSF. |