Enabling sustainability through co-adaptation: a process evaluation of a school-based physical activity program.
Schools represent strategic settings for adolescent health promotion across multiple domains, including physical activity (PA). Despite the development of numerous effective programs, sustaining their impact within the school context remains a key challenge. This process evaluation explores how mech...
| Publicado en: | Health Promotion International Vol. 40; no. 6; pp. 1 - 14 |
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| Autores principales: | , , , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Oxford University Press / USA
Dec2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=191816847&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 191816847 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 09574824 F9Y jtl: Health Promotion International issn: 09574824 maglogo: N pubinfo: dt: Dec2025 vid: 40 iid: 6 pid: 622 pub: Oxford University Press / USA artinfo: ui: 191816847 191816847 191816847 10.1093/heapro/daaf224 191816847 ppf: 1 ppct: 13 formats: tig: atl: Enabling sustainability through co-adaptation: a process evaluation of a school-based physical activity program. aug: au: Bachouri-Muniesa, Hisham Verloigne, Maïté Zaragoza, Javier Lhuisset, Léna Julián-Clemente, José A Bois, Julien Asún-Dieste, Sonia affil: Department of Corporal Expression, Physical Education and Physical Activity Promotion Research Group (EFYPAF), Universidad de Zaragoza, Valentín Carderera, 4, Huesca 22003, SpainSciences and Techniques of Physical and Sports Activities, Laboratoire Movement, Equilibre, Performance, Santé (MEPS), e2S, Université de Pau et Pays de l'Adour, Tarbes 65000, France sug: subj: School Health Services Spain Program Implementation Schools, Secondary Spain Collaboration Physical Activity In Adolescence Stakeholder Participation Sedentary Behavior Prevention and Control Program Evaluation Human Male Female Spain Child Adolescence Qualitative Studies Purposive Sample Field Notes Focus Groups Semi-Structured Interview Thematic Analysis Descriptive Statistics Funding Source Autonomy Epistemology Implementation Science Strategic Planning Adolescent Health Parents Students, High School School Administrators Family Child: 6-12 years Adolescent: 13-18 years Male Female ab: Schools represent strategic settings for adolescent health promotion across multiple domains, including physical activity (PA). Despite the development of numerous effective programs, sustaining their impact within the school context remains a key challenge. This process evaluation explores how mechanisms, participant experiences, and contextual factors shaped the design, implementation and potential sustainability of the replicated Sigue la Huella (SLH) program (originally designed to increase PA and reduce sedentary time) in a new secondary school in Spain. Grounded in the Replicating Effective Programs framework and co-creation principles, the intervention was co-adapted and implemented over a three-year period through an iterative, collaborative process. The approach emphasized contextual relevance, gradual transfer of responsibility, and long-term sustainability. Participants (n total = 43) included teachers (i.e. school implementers), the school principal, students, parents, and policymakers. Data were collected through field notes, focus groups, and interviews. Using the Framework Analysis, findings were organized into thematic matrices capturing stakeholder perspectives across co-adaptation and three implementation phases. While the core structure of SLH was retained, delivery strategies were adapted to reflect school priorities and constraints. Key enablers of sustainability included strategic planning, flexible implementation, stakeholder empowerment, and institutionalization. However, challenges such as training needs, coordination gaps, and competing initiatives persisted. In essence, the processes of co-adaptation, accompanied by a staged withdrawal of research implementation support, have been found to foster school ownership, high-fidelity delivery, and institutionalization creating optimal conditions for autonomous sustainability while recognizing context-dependent challenges. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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