Objectives To assess if a multi-strategy intervention effectively increased weekly minutes of structured physical activity (PA) implemented by classroom teachers at 12 months and 18 months. Methods A cluster randomised controlled trial with 61 primary schools in New South Wales Australia. The 12-month multi-strategy intervention included; centralised technical assistance, ongoing consultation, principal’s mandated change, identifying and preparing school champions, development of implementation plans, educational outreach visits and provision of educational materials. Control schools received usual support (guidelines for policy development via education department website and telephone support). Weekly minutes of structured PA implemented by classroom teachers (primary outcome) was measured via teacher completion of a daily log-book at baseline (October–December 2017), 12-month (October–December 2018) and 18-month (April–June 2019). Data were analysed using linear mixed effects regression models. Results Overall, 400 class teachers at baseline, 403 at 12 months follow-up and 391 at 18 months follow-up provided valid primary outcome data. From baseline to 12-month follow-up, teachers at intervention schools recorded a greater increase in weekly minutes of PA implemented than teachers assigned to the control schools by approximately 44.2 min (95% CI 32.8 to 55.7; p<0.001) which remained at 18 months, however, the effect size was smaller at 27.1 min (95% CI 15.5 to 38.6; p≤0.001). Conclusion A multi-strategy intervention increased mandatory PA policy implementation. Some, but not all of this improvement was maintained after implementation support concluded. Further research should assess the impact of scale-up strategies on the sustainability of PA policy implementation over longer time periods. Trial registration number Australian New Zealand Clinical Trials Registry (ACTRN12617001265369). The data that support the findings of this study are available from the corresponding author upon reasonable request.

中文翻译：

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多策略干预增加了学校强制体育活动政策的实施和维护：集群随机对照试验的结果

目标 评估多策略干预是否有效增加了课堂教师在 12 个月和 18 个月时实施的每周结构化体育活动 (PA) 分钟数。方法 对澳大利亚新南威尔士州 61 所小学进行的整群随机对照试验。为期 12 个月的多策略干预包括；集中技术援助、持续咨询、校长授权变更、确定和准备学校冠军、制定实施计划、教育外展访问和提供教育材料。对照学校获得常规支持（通过教育部门网站和电话支持制定政策的指南）。课堂教师实施的结构化 PA 每周分钟数（主要结果）通过教师在基线（2017 年 10 月至 12 月）、12 个月（2018 年 10 月至 12 月）和 18 个月（4 月至 6 月）完成每日日志来衡量2019）。使用线性混合效应回归模型分析数据。结果 总体而言，基线时 400 名班主任、12 个月随访时 403 名和 18 个月随访时 391 名提供了有效的主要结果数据。从基线到 12 个月的随访，干预学校的教师每周实施的 PA 分钟数比分配到控制学校的教师增加了大约 44.2 分钟（95% CI 32.8 至 55.7；p<0.001），保持在然而，18 个月时，效应量在 27.1 分钟时较小（95% CI 15.5 至 38.6；p≤0.001）。结论 多策略干预增加了强制性 PA 政策的实施。在实施支持结束后，部分（但并非全部）改进得以保持。进一步的研究应评估扩大战略对更长时期内 PA 政策实施可持续性的影响。试验注册号澳大利亚新西兰临床试验注册中心 (ACTRN12617001265369)。支持本研究结果的数据可根据合理要求从相应作者处获得。试验注册号澳大利亚新西兰临床试验注册中心 (ACTRN12617001265369)。支持本研究结果的数据可根据合理要求从相应作者处获得。试验注册号澳大利亚新西兰临床试验注册中心 (ACTRN12617001265369)。支持本研究结果的数据可根据合理要求从相应作者处获得。