Kennedy Sarah G, Leahy Angus A, Smith Jordan J, Eather Narelle, Hillman Charles H, Morgan Philip J, Plotnikoff Ronald C, Boyer James, Lubans David R
Priority Research Centre in Physical Activity and Nutrition, School of Education, University of Newcastle, Callaghan, NSW 2308, Australia.
Department of Psychology, Northeastern University, Boston, MA 02115, USA.
Children (Basel). 2020 Dec 16;7(12):299. doi: 10.3390/children7120299.
Process evaluations can help to optimise the implementation of school-based physical activity interventions. The purpose of this paper is to describe the process evaluation of a school-based high-intensity interval training (HIIT) program for older adolescent students, known as Burn 2 Learn (B2L). B2L was evaluated via a cluster randomised controlled trial in 20 secondary schools (10 intervention, 10 control) in New South Wales, Australia. Teachers ( = 22 (55% female)) from the 10 intervention schools, delivered the program over three phases (Phases 1 and 2, 6 months; Phase 3, 6 months) to older adolescent students ( = 337 (50% female); mean ± standard deviation (SD) age = 16.0 ± 0.4 years). Process evaluation data were collected across the 12-month study period. Teachers delivered 2.0 ± 0.8 and 1.7 ± 0.6 sessions/week in Phases 1 and 2 respectively (mean total 25.9 ± 5.2), but only 0.6 ± 0.7 sessions/week in Phase 3. Observational data showed that session quality was high, however heart rate (HR) data indicated that only half of the students reached the prescribed threshold of ≥85% predicted HR during sessions. Over 80% of teachers reported they intended to deliver the B2L program to future student cohorts. Almost 70% of students indicated they intended to participate in HIIT in the future. Teachers considered the program to be adaptable, and both students and teachers were satisfied with the intervention. B2L was implemented with moderate-to-high fidelity in Phases 1 and 2, but low in Phase 3. Our findings add to the relatively scant process evaluation literature focused on the delivery of school-based physical activity programs.
过程评估有助于优化以学校为基础的体育活动干预措施的实施。本文旨在描述一项针对年长青少年学生的以学校为基础的高强度间歇训练（HIIT）计划——“燃烧学习”（B2L）的过程评估。通过在澳大利亚新南威尔士州的20所中学（10所干预学校、10所对照学校）进行的整群随机对照试验对B2L进行了评估。来自10所干预学校的教师（n = 22，55%为女性）在三个阶段（第1和第2阶段，6个月；第3阶段，6个月）向年长青少年学生（n = 337，50%为女性；平均±标准差（SD）年龄 = 16.0 ± 0.4岁）实施该计划。在为期12个月的研究期间收集过程评估数据。教师在第1阶段和第2阶段分别每周授课2.0 ± 0.8节和1.7 ± 0.6节（平均总计25.9 ± 5.2节），但在第3阶段仅为每周0.6 ± 0.7节。观察数据显示课程质量较高，然而心率（HR）数据表明只有一半的学生在课程期间达到了规定的阈值，即预测心率的≥85%。超过80%的教师报告他们打算将B2L计划传授给未来的学生群体。近70%的学生表示他们未来打算参加HIIT。教师认为该计划具有适应性，学生和教师对干预措施都感到满意。B2L在第1和第2阶段以中等到高保真度实施，但在第3阶段实施程度较低。我们的研究结果补充了相对较少的关注以学校为基础的体育活动计划实施情况的过程评估文献。
