Barriers and facilitators for teachers' implementation of the curricular component of the boost intervention targeting adolescents' fruit and vegetable intake.

Objective: To examine barriers and facilitators to teachers' implementation of the curricular component of the school-based, multicomponent Boost intervention to promote fruit and vegetable intake among 13-year-olds guided by concepts of Diffusion of Innovations Theory and findings of previous implementation studies.
Design: Five focus group and 2 individual interviews.
Setting: Denmark.
Participants: Twenty-two seventh-grade teachers from 7 of 20 intervention schools. Four schools (15 teachers) with a high implementation level and 3 (7 teachers) with a low implementation level were selected to obtain maximum variation in teachers' view.
Phenomenon of Interest: Teacher perceptions of implementation of a curricular component.
Analysis: Situational Analysis including an introductory phase of systematic coding.
Results: Teachers' commitment to the Boost curriculum was hindered by intervention duration and extra workload and motivated by a pre-intervention workshop and the thoroughness of the project. Detailed implementation manuals were helpful for some teachers but a barrier to others because they limited opportunities for adaptation.
Conclusions and Implications: Implementation of curricular activities in school-based interventions may be supported by a predefined teaching schedule, detailed teacher manuals, clear learning objectives, and a pre-intervention workshop to enhance motivation. Situational Analysis may contribute to future implementation studies by highlighting the importance of contextual factors.
(Copyright © 2014 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.)