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. 2011 Dec 8;27(2):319–330. doi: 10.1093/her/cyr111

Table III.

Summary of data triangulation for establishing evidence of implementation at follow-up for environmental and instructional elements by school

Schools (A-K) and data sourcesa (1, 2, 3)
Environment essential element A B C D E F G H I J K
1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3 1 2 3
1. Support from administrator for PA ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
2. Active school PA team ✓ ✓
3. Faculty/staff health promotion ✓ ✓ ✓ ✓ ✓
4. Messages promoting PA ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Instruction essential element Schools (A-K) and data sources* (1, 3, 4)
A B C D E F G H I J K
1 3 4 1 3 4 1 3 4 1 3 4 1 3 4 1 3 4 1 3 4 1 3 4 1 3 4 1 3 4 1 3 4
5. Gender-separated PE classes ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
6. Cooperative activities are included ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
7. Lifelong PA is emphasized ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
8. Classes are fun and enjoyable ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
9. Teaching methods are appropriate ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
10. Behavioral skills are taught ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
11. At least 50% of class is active ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓

✓ = evidence for presence of the indicated element for a given data source (one ✓ required for environmental elements; two ✓ required for instructional elements).

a

Data sources:1 = PE teacher interview; 2 = LEAP team players interview; 3 = ninth-grade PE observation; 4 = ninth-grade focus groups.