Why are current “normal” approaches not working?
We have identified how adherence to intervention fidelity and effectiveness of school-based physical activity interventions differ in different contexts, but context has rarely been considered in the design of physical activity interventions. A key issue here is that researchers often focus on implementing new programs rather than improving programs that already exist within a school, which results in additional content that may have limited buy-in or fit within the context. To improve existing provision, we need approaches that recognize and respond to differences at the school level (school-specific context) which affects both the way in which interventions have been conceptualized and the framework (both design and analysis) used to evaluate the interventions. Each of these is discussed below.