Table 3 How the SPANS program findings were used to inform policy and practice

Policy Impacts

· Agenda and priority setting e.g., attracting funding to the issue of child obesity prevention, identifying priority groups and settings for intervention

“I guess it sort of drives, to some degree, the priorities in the [government obesity] plan.. are the actions in the plan the right ones, are they working?…So it gives us a bit of …an idea of whether or not there’s gaps that haven’t been addressed, in terms of the broader cross government strategy.. are there areas where we could pull back on, invest more, focus in another area.” (EU9, 2010 survey)

· Informed policy debates e.g., data used in briefings with health minister to inform parliamentary debates

· Informed policy planning e.g., identifying areas for investment, de-investment and stakeholder involvement in government obesity plan

“….there’s high levels of screen time, so I guess we can kind of use it as a basis or rationale for our policy input, and also for how we approach different issues with different government agencies.” (EU9, 2010 survey)

· Directly underpinned new policy e.g., banning soft drink sales in schools

“I know that the physical activity components [1997 survey] were also used to advocate for fundamental movement skill development with the Department of Education.” (EU1, 1997 & 2004 surveys)

· Indirectly used to advocate for new policy e.g., food marketing to children

“SPANS would certainly have been one of the things that contributed to the development of that policy [nutrition in schools].” (EU5, 2010 survey)

· Used to support existing policy e.g., after school physical activity programs for children

“the stats that are so terribly important, particularly when you’re trying to sell something” (EU4, 2010 survey)

· Policy evaluation e.g., performance monitoring tool for government obesity plan

“And the Education Department was particularly interested to see what had happened in terms of fundamental movement skills, because they’d made a significant investment in fundamental movement skill education in primary and high schools, so they were really interested in what had happened there. And another part of it was an evaluation of the Healthy Canteen strategy that had been put in place, maybe a year or two earlier. And there was also an aspect of the study that was looking at the school environment to see again if there had been any changes following the previous study.” (CI3, 2004 survey)

“SPANS just shines a light on what’s not working.” (EU2, 2004 & 2010 surveys)

Practice Impacts

School Sector

“…the initial research that was done [1997 survey]…we got very strong agreement around those fundamental movement skills, and we had some clear support materials developed for schools and the Get Skilled Get Active DVD, which is a resource that we still promote in schools.” (EU3, 2004 & 2010 surveys)

· Informed curriculum development e.g., standardized approach to teaching FMS

· Lead to new curriculum resources e.g., standardized teaching materials for FMS

· Informed Professional development for teachers e.g., measuring FMS, raising awareness of child obesity

· Informed and supported existing health promotion programs e.g., healthy canteens

Sport and Recreation Sector

“…the [sport] development officer network, they loved it [survey data] and they got it. Particularly the fundamental movement skills, because they’re out there teaching them, through sport, every day… they’ve now rescheduled their format of how they go in to teach girls Rugby …they do the kicking last because they know their stronger skill is in the running and the catching. So, it’s really practical…” (EU2, 2004 & 2010 surveys)

· Informed sports coaching programs e.g., how FMS are taught in some sports

· Supported rationale for new programs or pilots e.g., healthy sports canteens

Cross Government / Community Sector

“…when it [2004 survey] showed that 20% of kids when they started grade 1 were already fat, it also gave emphasis to do stuff in childcare…that was really compelling…we would have never known that if that survey wasn’t done.” (EU6, 2004 survey)

· Informed development and refinement of educational resources e.g., website on healthy living for parents and general community [35]

“SPANS, as I said, is a moment in time that gives you the heads-up on what areas you should be focusing on in you next plan; that’s what it should be doing.” (EU2, 2004 & 2010 surveys)

Health Sector

“I think SPANS contributed to having treatment programs is what they are – I call them treatment programs for people with already – with – with already with the problem.” (EU6, 2004)

· Informed program planning e.g., choice of target groups and settings for intervention and availability of treatment programs