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Process evaluation of a pilot multicomponent physical activity intervention –active schools: Skelmersdale

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Show simple item record Taylor, Sarah L. Noonan, Robert J. Knowles, Zoe R. Owen, Michael B. Fairclough, Stuart J. 2019-01-04T15:14:19Z 2019-01-04T15:14:19Z 2018
dc.description peer-reviewed en_US
dc.description.abstract Background: Schools have been identified as key environments to promote child physical activity (PA). Implementation of multi-component PA interventions within schools is advocated but research has showed that they may not always be effective at increasing child PA. Results of the Active Schools: Skelmersdale (AS:Sk) multi-component pilot intervention indicated no significant positive change to child PA levels. Process evaluations can provide information on which aspects of an intervention were delivered and how. Therefore, the purpose of this study was to use a combination of methods to elicit child and teacher perceptions regarding the feasibility and acceptability of the AS:Sk intervention, alongside systematic researcher observations. The overarching study aim was to understand how schools implemented the AS:Sk intervention, with a specific focus on the frequency of intervention component implementation, and how the components were incorporated into the school day. Methods: The study generated five data sets. Data elicited from 18 participating children via a write draw, show and tell task included, frequency counts of most enjoyable intervention components, drawings, and verbatim data. Teacher verbatim data was collected from 3 interviews, and 18 researcher observations were recorded using field notes. The data sources were pooled to produce the themes presented in the results section. Results: The combination of data sources revealed four themes and 16 sub-themes. Implementation methods: how and when the components were implemented in schools. Child engagement: enjoyment and positive behaviour. Facilitators: peer influence, teacher influence, staggered implementation, incentives, rewards, challenges and competition, flexibility and adaptability, child ownership, routine. Barriers: time within an intense curriculum, space, sustaining child interest, parental support, school policies. Conclusions: This study revealed that teachers believed classroom based activities were most feasible and acceptable due to the reduced implementation barriers of sufficient time and space. In contrast, children reported that the activities outside of the classroom were preferred. Future school-based PA interventions should aim to achieve a balance between routine PA at a set time and PA that is flexible and adaptable. Further process evaluations of multicomponent school-based PA interventions are warranted to develop the limited evidence base. en_US
dc.language.iso eng en_US
dc.publisher BMC en_US
dc.relation.ispartofseries BMC Public Health;18:1383
dc.subject physical activity en_US
dc.subject schools en_US
dc.subject process evaluation en_US
dc.subject children en_US
dc.subject write draw show and tell en_US
dc.subject teachers en_US
dc.title Process evaluation of a pilot multicomponent physical activity intervention –active schools: Skelmersdale en_US
dc.type info:eu-repo/semantics/article
dc.type.supercollection all_ul_research en_US
dc.type.supercollection ul_published_reviewed en_US
dc.identifier.doi 10.1186/s12889-018-6272-1
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US

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