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Background Classroom-based approaches are an evidence-based way to improve children’s physical activity; however, they are inconsistently implemented in schools. We developed MAGIC (Movement for Academic Growth In Classrooms), a multifaceted implementation strategy that consists of leadership training, teacher training, and a monthly newsletter to improve use of classroom-based physical activity approaches. The purpose of this study is to examine the feasibility and acceptability of MAGIC among elementary school teachers and leaders. Methods We used an embedded, convergent mixed methods design. We provided the MAGIC implementation strategy to a partner elementary school. We then administered surveys to teachers to quantitatively examine feasibility and acceptability. The surveys included questions about training attendance, receipt of newsletters, and acceptability based on a theoretical framework of acceptability. We used descriptive statistics to understand feasibility and acceptability trends. We also conducted semi-structured group and individual interviews with teachers and school leaders to understand perspectives about MAGIC components. We used rapid assessment procedures to analyze qualitative data, and multiple integration strategies, including joint displays, to compare quantitative and qualitative findings. Results A total of 35 teachers (kindergarten-5 th grade) completed study surveys and 27 teachers and school leaders participated in interviews. As an indicator of feasibility, all leaders attended leadership training sessions 1 ( n  = 13/13), 2 ( n  = 13/13), and 4 ( n  = 7/7); and 57% attended session 3 ( n  = 7/13); 93% ( n  = 28/30) of teachers attended training session 1, 90% ( n  = 27/20) attended session 2, and 87.5% ( n  = 21/24) attended session 3; and 67–75% of teachers received respective newsletters. The trainings and newsletters had high acceptability levels as indicated by survey results and interview data. Trainings included flexible scheduling integrated into existing meetings, which participants reported helped improve feasibility. Participants also highlighted the importance of incorporating classroom-based approaches into trainings and the simplicity of the newsletter, which contributed to their acceptability. Conclusions This study provides evidence supporting the feasibility and acceptability of the MAGIC implementation strategy among elementary school teachers and leaders. Future research should test MAGIC among more elementary schools to examine its impact on teacher implementation outcomes and students’ physical activity levels. Trial registration ClinicalTrials.gov, NCT05048433, registered 9/8/2021, https://clinicaltrials.gov/ct2/show/NCT05048433

Abstract Background Physically active breaks and lessons are evidence-based approaches to improving student’s physical activity. Yet, schools and teachers face implementation challenges, requiring the need for effective implementation strategies. Purpose Use Implementation Mapping to develop an implementation strategy for physically active breaks and lessons in elementary schools. Methods With our partner school district, we assembled a planning group with expertise in education, public health, and implementation science. The group completed five Implementation Mapping tasks: (i) conduct needs and assets assessment and identify adopters and implementers, (ii) identify implementation outcomes, performance objectives, and determinants, and create matrices of change objectives, (iii) choose theoretical change methods and select and create implementation strategies, (iv) produce implementation protocols and materials, and (v) evaluate implementation outcomes. We also developed an Implementation Mapping (IMap) Logic Model illustrating proposed mechanisms of action. Results The implementation strategy focused on the principal/assistant principal, instructional coaches, and teachers. The implementation outcome was teacher implementation fidelity (implementation ≥2 physically active breaks/lessons per day). The developed strategy consisted of leadership training, teacher training, a newsletter, resources for teachers, and a parent flyer. The strategy operationalized change methods (theoretical techniques influencing implementation determinants) and practical applications (operationalization of change methods) to address implementation determinants and outcomes. Conclusions Implementation Mapping provided a systematic process for developing an implementation strategy for physically active breaks and lessons in elementary schools. The IMap Logic Model identifies the proposed mechanisms of action for further testing. The strategy has the potential to benefit schools, teachers/staff, and students by enhancing physical activity. An implementation strategy to support elementary schools use physically active breaks and physically active lessons was developed. Lay Summary Physically active breaks and lessons can help students be more physically active during the school day, which is important for their overall health and well-being. However, it can be difficult for schools and teachers to use these approaches. To address this difficulty, our team worked with a partner school district to develop an implementation strategy to reduce the challenges teachers and staff face. We used implementation mapping, which is a systematic process for developing implementation strategies. As part of the process, we first assembled a planning group, which included experts in education, public health, and implementation science. The group helped guide the Implementation Mapping process and key decisions throughout the project. We created an implementation strategy that included leadership training, teacher training, newsletters, resources, and a flyer for parents. The goal of the strategy was to ensure teachers could successfully incorporate at least two physically active breaks or lessons each day. Our approach provides a clear, step-by-step approach for implementation strategy development in schools. The resulting implementation strategy has the potential to help schools create a more active environment for students, benefiting their health and learning.