title: Not Enough Time in the Day: A Qualitative Assessment of In-School Physical Activity Policy as Viewed by Administrators, Teachers, and Students.
abstract: In recent decades, the alignment of health and education has been at the forefront of school reform. Whereas the establishment of national in-school physical activity (ISPA) recommendations and state-level mandates demonstrates success, there has been less achievement in areas that address health disparities. The purpose of this investigation was to explore barriers and facilitators to implementing state-mandated ISPA policies in the Mississippi Delta.
  
  
  
  Focus groups or interviews were conducted with district administrators, school principals, teachers, and students. A total of 2 semistructured moderator guides were developed to focus on (1) student ISPA practices and preferences and (2) facilitators and barriers to implementing ISPA policies and practices.
  
  
  
  A total of 6 themes were developed. In that, 2 themes addressed participant-described barriers (primary challenges and interferences and excuses). Three themes highlighted participant-described facilitators (compromises, things that work, and being active at school). Finally, 1 theme encompassed the participant-described need to address educating the whole child.
  
  
  
  There is a critical need for meaningful and relevant solutions to circumvent challenges to implementing ISPA policies and practices in the Mississippi Delta. The Whole School, Whole Community, Whole Child model offers a broad means of visualizing rural, low-income, racially concentrated schools to circumvent challenges and foster ISPA policies and practices.
authors.affiliation: University of Mississippi Medical Center, 2500 North State Street, Jackson, MS 39216.
authors.forename: Abigail
authors.initials: A
authors.lastname: Gamble
authors.affiliation: Kent State University, 750 Hilltop Drive, Kent, OH 44242.
authors.forename: Sheryl L
authors.initials: SL
authors.lastname: Chatfield
authors.affiliation: Barksdale Reading Institute, 1003 Jefferson Avenue, Oxford, MS 38655.
authors.forename: Michael L
authors.initials: ML
authors.lastname: Cormack
authors.affiliation: Kent State University, 750 Hilltop Drive, Kent, OH 44242.
authors.forename: Jeffrey S
authors.initials: JS
authors.lastname: Hallam
mesh_terms: D000288:Administrative Personnel / Q000523:psychology; D000328:Adult; D001294:Attitude to Health; D002648:Child; D003159:Community-Institutional Relations; D015444:Exercise / Q000502:physiology / Q000523:psychology; D017144:Focus Groups; D019983:Guideline Adherence; D006291:Health Policy / Q000331:legislation & jurisprudence*; D054624:Health Status Disparities; D006801:Humans; D007407:Interviews as Topic; D037141:Mandatory Programs; D008913:Minority Groups; D008922:Mississippi; D016134:Organizational Policy; D010806:Physical Education and Training / Q000331:legislation & jurisprudence*; D011204:Poverty Areas; D036301:Qualitative Research; D012111:Residence Characteristics / Q000145:classification; D012424:Rural Population; D000070777:School Teachers / Q000523:psychology; D012574:Schools / Q000331:legislation & jurisprudence* / Q000458:organization & administration; D013334:Students / Q000523:psychology; D013997:Time Factors
keywords: Whole School, Whole Community, Whole Child model; child and adolescent health; health policy; physical activity; rural; school health