Opening the Black Box of Implementation: Developing the Creating Active Schools Logic Model

Abstract

Global guidance is driving systems thinking to the forefront of research, policy, and practice. To achieve this, we need to consider how things work to ensure successful implementation. The use of the implementation research logic model as a contemporary tool to aid the planning, reporting, synthesizing, executing, and evaluating of the novel Creating Active Schools (CAS) program is illustrated. A five-step iterative process, underpinned by the implementation research logic model, was undertaken to hypothesize and identify conceptual pathways between the CAS: 1) program determinants, 2) program components and actions, 3) implementation strategies, 4) mechanisms of action, and 5) outcomes. Throughout development, school-based and CAS stakeholders engaged in reviewing appropriate implementation theories, models and frameworks, terminology, and content. An in-depth CAS logic model was created to detail the CAS program and underpinning mechanisms. This article provides novel insights into how contemporary implementation tools can be applied and adapted to enhance the planning, reporting, synthesizing, executing, and evaluating of complex interventions and strategies. The CAS logic model provides a blueprint for future school-based interventions to develop evidence-based logic models and to increase the likelihood of acceptance, feasibility, and sustainability.