Ng Kwok W, McHale Fiona, Cotter Karen, O'Shea Donal, Woods Catherine
Department of Physical Education and Sport Sciences; Centre of Physical Activity and Health Research; Health Research Institute, University of Limerick, V94 T9PX Limerick, Ireland.
School of Educational Sciences and Psychology, University of Eastern Finland, 80101 Joensuu, Finland.
J Funct Morphol Kinesiol. 2019 Mar 26;4(1):16. doi: 10.3390/jfmk4010016.
Taking part in regular physical activity (PA) is important for young adolescents to maintain physical, social and mental health. Schools are vibrant settings for health promotion and the complexity of driving a whole-school approach to PA has not been tested in the Irish school context. The feasibility of the pilot programme of the Department of Education and Skills second level Active School Flag (SLASF) is needed. SLASF is a two year process that consists of the Active School Flag (ASF) certificate programme (year 1) and the ASF flag programme (year 2). This protocol paper is specific to the first year certificate process. Three schools around Ireland were recruited as pilot schools to carry out the year-long SLASF programme with 17 planned actions involving the entire school. Students in the transition year programme have a particular role in the promotion of PA in SLASF. Data collection consists of physical measures, accelerometers, survey data and interviews at the beginning and the end of the academic year. The primary focus on the feasibility of the programme is through process evaluation tools and fidelity checks consisting of implementation of the SLASF programme through whole-school surveys, focus group discussions of key stakeholder groups, as well as one-to-one interviews with a member of management at each school and the SLASF coordinator of the school. Secondary outcomes include PA levels and its social cognitive theories based correlates through physical health measures, surveys carried out pre- and post-intervention, as well as focus group discussions of the students. The results of this study are needed to improve the development of the SLASF through a predetermined stopping criteria and inclusion into systems thinking approaches such as the Healthy Ireland Demonstration Project.
参与定期体育活动对青少年维持身体、社交和心理健康很重要。学校是促进健康的活跃场所，而在爱尔兰学校背景下推行全校性体育活动方法的复杂性尚未得到检验。教育部和技能部二级“活力学校旗帜”（SLASF）试点项目的可行性很有必要进行研究。SLASF是一个为期两年的过程，包括“活力学校旗帜”（ASF）证书项目（第一年）和ASF旗帜项目（第二年）。本方案文件专门针对第一年的证书获取过程。爱尔兰各地的三所学校被招募为试点学校，开展为期一年的SLASF项目，其中有17项计划行动涉及整个学校。过渡年项目的学生在SLASF的体育活动推广中发挥着特殊作用。数据收集包括在学年开始和结束时进行身体测量、使用加速度计、收集调查数据以及进行访谈。对该项目可行性的主要关注通过过程评估工具和保真度检查来进行，包括通过全校调查实施SLASF项目、对关键利益相关者群体进行焦点小组讨论，以及与每所学校的一名管理层成员和学校的SLASF协调员进行一对一访谈。次要结果包括通过身体健康测量、干预前后进行的调查以及学生焦点小组讨论得出的体育活动水平及其基于社会认知理论的相关因素。需要通过预定的停止标准以及纳入系统思维方法（如“健康爱尔兰示范项目”）来改进SLASF的发展，本研究结果对此很有必要。
