DECIPHer, School of Social Sciences, Cardiff University, Cardiff, UK.
Nursing, Midwifery and Allied Health Professions Research Unit, Faculty of Health Sciences and Sport, Stirling University, Stirling, Scotland.
BMC Public Health. 2019 Apr 25;19(1):437. doi: 10.1186/s12889-019-6741-1.
Physical inactivity is a persistent challenge among girls. School-based physical activity (PA) interventions have shown mixed effects on girl's activity levels, with multi-component approaches involving both school and community links appearing more effective for sustainable change. The purpose of the current research was to gather views from preadolescent girls, parents, teachers and stakeholders in order to co-produce a multi-component school-based, community linked PA intervention programme.
Focus groups were conducted in two primary schools with 34 girls aged 9-11 years and 11 parents (10 female, 1 male). In-depth interviews were conducted with four female teachers (including two head teachers). Focus groups and interviews focused on programme design (structure, content and delivery) and potential factors affecting intervention uptake and continued PA participation. A series of stakeholder engagement events occurred throughout the study period. All data were transcribed verbatim and thematically analysed in NVivo 11.
Girls reported that fun taster sessions delivered by role models would encourage them to participate in a school-based role model programme, with tailored taster sessions each week to enhance continued PA participation. Parents and teachers identified a number of barriers to uptake and continued PA participation, and active involvement of stakeholders facilitated the development of intervention strategies. Strategies included; single-sex after-school sessions, use of female role models, low-cost activity options and mapping community provision. Analyses revealed the importance of tailoring the programme to align with local needs, demands and provision.
Data show numerous barriers to intervention uptake and continued PA participation when designing a school-based, community-linked intervention. Adopting a co-production approach, this formative work highlights a number of potential strategies for overcoming these barriers. Findings from the research directed the development and implementation of the CHARMING role model intervention and informed the creation of an intervention logic model.
身体活动不足是女孩普遍存在的问题。基于学校的身体活动干预措施对女孩的活动水平的影响不一，涉及学校和社区联系的多组分方法对于可持续改变似乎更有效。本研究的目的是收集青春期前女孩、家长、教师和利益相关者的意见，共同制定一项基于学校、社区联系的多组分身体活动干预计划。
在两所小学进行了焦点小组讨论，参与者包括 34 名 9-11 岁的女孩和 11 名家长（10 名女性，1 名男性）。对 4 名女教师（包括 2 名校长）进行了深入访谈。焦点小组和访谈的重点是方案设计（结构、内容和实施）以及影响干预接受和持续参与身体活动的潜在因素。在整个研究期间，举行了一系列利益相关者参与活动。所有数据均以逐字形式转录，并在 NVivo 11 中进行主题分析。
女孩们报告说，由榜样进行的有趣体验课程将鼓励她们参与基于学校的榜样计划，每周提供量身定制的体验课程，以增强持续参与身体活动的动力。家长和教师确定了一些影响接受和持续参与身体活动的障碍，利益相关者的积极参与促进了干预策略的制定。这些策略包括：男女分开的课后活动、使用女性榜样、低成本的活动选择以及社区资源的利用。分析结果显示，方案的制定需要根据当地的需求、要求和资源进行调整。
在设计基于学校、社区联系的干预措施时，数据显示出许多干预接受和持续参与身体活动的障碍。通过采用共同制定的方法，这项初步工作突出了克服这些障碍的一些潜在策略。研究结果指导了 CHARMING 榜样干预计划的制定和实施，并为创建干预逻辑模型提供了信息。
