Appendix D This appendix contains examples of selected citations from the qualitative material. Citations are presented across the adoption, implementation and maintenance dimension of the RE-AIM framework, as these were the dimensions the qualitative data were informing on (see table 2). All citations have been identified through the coding process (see section “Qualitative data analysis“). RE-AIM dimension Programme manager interviews School head interviews Document analysis Note: Collaboration minutes were also part of the document data and were part of the coding process (see section “Qualitative data analysis“) in the manuscript. However, due to collaboration minutes short phrased or in note form, no citations were drawn. Adoption: The commitment of participating schools regarding their decision to install the programme and factors influencing that decision. It [satisfied physical education teachers] was like a natural part of the programme, I think ... and they got the professional development course ... not that the teachers became happier, but their education [Physical education] became accepted as a big part of the school day… [Programme manager 1] Then came the entire research programme, which was also exciting for the teachers. They were eager for their students to be measured again…. To see whether they could track any progress and so on ... it felt like a different… a special school day, so ... I think it was a boost, there was real excitement... [School head 2] The school wishes not only to define itself as a school with additional physical education, but as a many-sided school, where our physical activity focus is to be strengthened through the Svendborgproject. We wish to develop a culture of physical activity environments
And it [the professional development course] is also a quality boost for the physical education teachers, and hopefully they think it is more fun to arrange physical education… but also… what they repeatedly tell us is that it has been invaluable in that they really feel that they are highly equipped to handle it [the extra amount of physical education]! [Programme manager 2] …and there was not much enthusiasm in the beginning… eventually it came… but it was a required condition that we had those more or less frustrating talks about what this programme implied and what it should contain… because we did not define the ownership Do you feel that you as a school have achieved a of the Svendborg project? I certainly think so. I surely think that if we had not become a part of the programme and declined, I think it had resulted in us regretting it ... That we would have felt like damn, why did we not participate … No, really, it is a great satisfaction to be part of the programme. [School head 2] I think that the uniqueness in this was the involvement of physical education teachers in the beginning … I think it's like a textbook example of how you need to involve the parties involved in everyday life when doing something focusing on learning, movement and healthy living. [School strategy report] It is encouraging that we as part of the programme are able to be more thorough with the individual sports and we also have the opportunity to cover more and different sports [School strategy report] The school has always had a strong physical activity profile, We have committed physical education teachers and good facilities for sports activities. We have made a clear strategy regarding our physical education i.e. a guide to teachers, students and
programme in advance… we were supposed to develop it together [with the teachers]… You have to be patient in that process… because you are developing a mutual basis and a shared language to speak from… [Programme manager 3] I also believe… the high degree of information and the dialogue [between schools and programme managers] that we had in '08 … it really a lot, also regarding the information from the researchers and the dialogue with the schools and you [one of the other informants that acted as main programme managers in 08] ... [Programme manager 3] that promotes children's learning and well-being ... And they did [the programme mangers] ... [School head 3] It was almost a legendary workgroup [teacher representatives, school heads and programme mangers developing the programme], and I think when everyone who has been in that workgroup meets today, they are like "Remember when we did that...?", "Do you remember...?" … I even dare to say that there was a euphoria in the development phase “could this programme really become something?” … [School head 4] … Sometimes I think “Well, why parents, so everyone knows the common guidelines regarding physical education at our School. [School strategy report]
12 am as it has to be matched to the pedagogues working hours. All grades part of the in the programme have physical education four days a week. At least two physical education lessons is placed outdoor all year regardless of the weather. [School strategy report] Maintenance: The extent to which the schools maintained programme implementation and whether the programme has become an integrated part of their daily practice days we are writing the budget for the coming year… And some new programmes, like more physical activity for children from zero to six years, but also our talent development programme… it is being stressed that the programmes are related to the Svendborgproject... So, the Svendborgproject has actually become something that can help start other programmes... give When the programme has existed for six, seven, eight years, it becomes part of everyday life… I do not believe that anyone thinks about it anymore… thinking ‘'We are in the Svendborgproject'… It is incorporated into the school's way of doing school and planning… There is no question about that... [School head 3] It is informed that the current meeting structure has been evaluated. This has resulted in all existing networks stopping [including the collaboration network in the Svendborgproject] and new ones will occur based on the "rosin bread" model - Ie local networks are established as needed. If existing networks are to resurface, they
some goodwill at political level when the new programme is related to it [the Svendborgproject]… [Programme manager 2] Of course, there has been some opposition along the way, from some of the director areas and so on... but when the school reform came [New Danish reform introduced in 2014 that among other things required schools to implement 45 minutes of daily physical activity] it was actually not even up for discussion that we should maintain the Svendborgproject. Everyone just wanted to continue… It is still voluntary whether the schools want to be part of the programme… everyone just are… and they do not only The way we execute the concept on our school is the same as what we started… It has not changed although, the last couple of years, we have discussed whether we should look at how we do it, if we are still think it is the way to do it… if we should continue or change our way of executing the concept... But every year we just confirming that this is the way we want to do it… [School head 3] The programme is an integrated part of the school day in Svendborg, so it is not something which we are still developing or question... I cannot say if they discuss at other schools, I do not know… but it has not been mentioned at the collaboration should be facilitated through bottom-up initiative. It is important that the new networks still have management support, the agenda and the minutes. Teacher from school 3: The collaboration network in the Svendborgproject has its own unique history. It provides a good update of knowledge and discussion of issues at the participating schools. The coming school year will continue to bring challenges and it is agreed that the collaboration network will continue the next year. A coordinating group will be set up, which is responsible for scheduling themes