Table 7 Facilitators and barriers underlying the pilot ProudMe intervention across CFIR Domains.

Intervention characteristic

Intervention components were theory-driven and field-tested;

Simplified cafeteria strategies were deemed user friendly;

Regular training meetings with cafeteria managers were deemed helpful and supportive;

ProudMe PE was perceived as different from schools’ existing curriculum;

Several ProudMe PE lessons required equipment that was unavailable;

ProudMe Tech experienced failed registration leading to under-usage;

Outer setting

District leaders were supportive;

The superintendent appointed an administrator to facilitate communication;

The district was already implementing USDA policies and recommendations;

Cafeteria managers met weekly with their Supervisor of Child Nutrition (collegial work culture);

The school district had limited resources;

Most students were from under-resourced communities and families;

District-level Informational Technology (IT) Department initially restricted access to ProudMe Tech;

Low % parental consent;

Inner setting

Principals supported the project. Cafeteria managers collaborated with staff to implement ProudMe Cafeteria;

Cafeteria had control over meals preparation and offering;

Busy school schedules with frequent interruptions (events, weather, competing programs);

Limited space and resources for ProudMe PE implementation;

Ineffective communication with PE teachers during implementation;

Individual characteristics

4 (of 6) licensed and experienced educators;

Support from trained researchers was deemed by implementers helpful;

Cafeteria managers exhibited positive intention and effort throughout;

2 teachers were not licensed;

Low teacher interest, motivation, and effort when implementing ProudMe PE;

Poor class management skills;

PE teachers were reluctant to integrate ProudMe Tech into PE;

Implementation process

Cafeteria managers and their staff implemented ProudMe Cafeteria;

Incentives were provided to implementers ($500 stipend, T-shirts);

PE teachers documented implementation progress (teacher log).

PE teachers modified the lesson plans (e.g., content, equipment and time).

Participant attrition.