Table 1 Framework of potential CMO configurations underlying the Active at school program
CONTEXT | MECHANISM | OUTCOME | |||
|---|---|---|---|---|---|
Potential contexts and contextual school-level factors [18] affecting implementation | Potential mechanism (domains of community empowerment [30]) | Definition [30] | Potential manifestation of the mechanism in a school setting [18] | Potential outcome | Potential manifestation of outcome (MEQ [27] and authors’ assumptions based on Schein’s definition of culture [32]) |
Context Socioeconomic setting Geographic setting Contextual factors General organizational factors Organizational norms Specific staffing considerations Classroom management and Disruptive student behaviours Perceived need for innovation Funding Characteristics of the school (school size; language barrier; student ethnicity; built environment) Staff turnover/changing roles Physical factors (e.g., appropriate footwear/clothing for students) | Improves participation | The extent to which community members are involved in activities and decisions on planning and implementation | Student engagement and motivation Shared decision-making | Shift in the school culture towards a sustained DPA provision | Changes in practice (implementation of new DPA routines in class, at the school, during recess and at the daycare services) Change in the school team’s perceived value of PA for its contribution to academic success Changes in the commitment level of school team members to daily active time |
Develops local leadership | The extent to which leaders are taking initiative, with support from their organizations and work with outside groups to gain resources | Communication Formulation of tasks Leadership Program champion | |||
Increases problem assessment capacities | The extent to which the community identifies problems, solutions and actions and uses assessment to strengthen community planning | Observed benefits of innovation Perceived benefits of innovation Perceived need for innovation Shared vision | |||
Enhances critical awareness | The extent to which community groups have the ability to self-analyze and improve their efforts overtime, leading to collective change | ||||
Improves resource mobilization | The extent to which resources are raised and community decides on distribution | ||||
Strengthens links to other organizations and people | The extent to which links are defined and organizations involved in community development, based on mutual respect and generating resources and finances, leading to improvements for the community | Coordination with other agencies Parent support and perceptions | |||
Builds organizational structures | The extent to which organizations have established links with each other within the community and have mechanisms to allow their members to provide meaningful participation | ||||
Creates an equitable relationship with outside agents | The extent to which the community makes decisions with the support of agents. Agents facilitate change through training and support and act on behalf of the community to build capacity | ||||
Increases control over program management | The extent to which the community self-manages planning, policy and evaluation with limited assistance from agents, developing sense of community ownership | ||||