What influences physical activity provision in after-school childcare in the absence of policy guidance? A qualitative exploration
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Objective: This study explored factors affecting the implementation of good-quality physical activity provision in after-school childcare delivered in a Canadian jurisdiction without specific policy, standards or active interventions aimed at increasing physical activity underway. Design: Case study design theoretically guided by the implementation literature. Method: Of the 80 childcare centres in Victoria, British Columbia, Canada, 50 were eligible or available to participate. Managers from centres who agreed to participate responded to direct recruitment ( n = 9); an additional seven staff were recruited through snowball sampling (n = 7). Semi-structured interviews explored macro-, organisational- and individual-level factors influencing implementation. Coding strategies suggested by grounded theory (open, axial and selective), constant comparison with the literature and an a priori conceptual framework were used to analyse the data. Results: Three primary themes (‘Being confined’, ‘Working together to pull it off’ and ‘It takes skill’) and three subthemes (‘It’s a moving target’, ‘We have to make do’ and ‘Centre rules and routines dictate practice’) emerged from the analysis. Conclusion: The study contributes to the understanding of facilitators and barriers to the implementation of good-quality physical activity provision in typical after-school childcare centres. This information can inform guideline and implementation resource development.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it