PURPOSE
To evaluate the implementation outcomes of two different school-based physical activity (PA) interventions during an 8 weeks pilot study.
The two interventions were developed through a one-year design process:
1) Move & Learn (ML): PA implemented into the curriculum in Danish and Math and based on embodied learning theories
2) Run, Jump & Fun (RJF): High intensity PA based on exercise and cognition theories
METHODS
Participants were 29 3rd grade teachers from seven public primary schools.
Both interventions consisted of 4x30 minutes of PA weekly. Strategies to impact teacher understanding, acceptability and feasibility included:
- Course (6 hours in week 0)
- Supervision session (3 hours in week 4)
- Materials (posters, booklets and videos)
Implementation was measured using the Usage Rating Profile-Intervention (URP-I), a validated, 29-item self-report electronic questionnaire covering six indicators of adoptability and implementation of interventions. Five out of six factors were included: 1) Acceptability, 2) Understanding, 3) Feasibility, 4) System Climate and 5) System Support. All items were scored from 1=strongly disagree to 6=strongly agree and average ratings were computed. The URP-I was measured before and after the intervention. Group interviews with teachers were conducted. An interview guide were applied and interviews were thematically analyzed.

RESULTS
The results showed no significant decline in any of the implementation outcomes except for acceptability in RJF. In all interviews, the course and supervision sessions were mentioned as the most important intervention strategies.

CONCLUSION
Both interventions scored high for acceptability and understanding at baseline and follow-up in surveys and interviews, indicating that the implementation was sustained throughout the 8 weeks period. The two interventions are therefore ready for the next project phase, a three-armed RCT investigating academic performance and health outcomes.