School of Nursing, Psychotherapy and Community Health, Faculty of Science and Health, Dublin City University, Dublin, 9, Ireland.
School of Health and Human Performance, Faculty of Science and Health, Dublin City University, Glasnevin, Dublin, 9, Ireland.
BMC Public Health. 2022 Mar 29;22(1):615. doi: 10.1186/s12889-022-12635-w.
Globally, adolescents' physical activity (PA) participation rates are low, particularly among lower socioeconomic groups, with females consistently the least active. The aim of this study was to co-design, with adolescent females, a school-based PA intervention in a single-sex, females-only designated disadvantaged post-primary school in Ireland. This involved using the Behaviour Change Wheel (BCW) and Public and Patient Involvement (PPI). This paper outlines the novel methodological approach taken.
The three stages 1) understand the behaviour, 2) identify intervention options, and 3) identify content and implementation options of the BCW guide is described. A student PPI Youth Advisory Group (YAG) (n = 8, aged 15-17) was established. Mixed-methods were used with students (n = 287, aged 12-18) and teachers (n = 7) to capture current self-reported PA levels and to identify factors influencing adolescent females' PA behaviour in their school setting. The intervention options, content and implementation options were identified through discussion groups with the YAG. The Template for Intervention Description and Replication (TIDieR) checklist was used to specify details of the intervention.
Just 1.4% of the students in this sample reported meeting the recommended PA guidelines. Students identified having more 'time' as the strongest predictor to becoming more active in school (Mean = 4.01, 95% CI 3.91 to 4.12). Social influences, environmental context and resources, behavioural regulation, beliefs about capabilities, goals, and reinforcement emerged from the qualitative data as factors influencing PA behaviour at school. The BCW co-design process resulted in the identification of seven intervention functions, four policy categories and 21 Behaviour Change Techniques. The Girls Active Project (GAP) intervention, a peer-led, after-school PA programme was proposed.
This paper describes how the BCW, a comprehensive, evidence-based, theory-driven framework was used in combination with PPI to co-design a school-based intervention aimed to increase adolescent females' PA levels. This approach could be replicated in other settings to develop targeted behavioural interventions in populations with specific demographic characteristics.
全球青少年的身体活动（PA）参与率较低，尤其是在社会经济地位较低的群体中，而女性的活动量始终最低。本研究的目的是与青少年女性合作，在爱尔兰一所单性别、仅限女性的弱势中学设计一项基于学校的 PA 干预。这涉及使用行为改变轮（BCW）和公众及患者参与（PPI）。本文概述了所采用的新颖方法。
描述了 BCW 的三个阶段 1）了解行为，2）确定干预选项，和 3）确定内容和实施选项。成立了一个学生 PPI 青年咨询小组（YAG）（n=8，年龄 15-17 岁）。采用混合方法，对学生（n=287，年龄 12-18 岁）和教师（n=7）进行了调查，以了解他们当前的自我报告 PA 水平，并确定影响青少年女性在学校环境中 PA 行为的因素。通过与 YAG 的讨论小组确定了干预选项、内容和实施选项。使用干预描述和复制模板（TIDieR）清单来指定干预措施的详细信息。
该样本中只有 1.4%的学生报告符合推荐的 PA 指南。学生们认为拥有更多的“时间”是在学校变得更活跃的最强预测因素（平均值=4.01，95%置信区间 3.91 至 4.12）。从定性数据中得出，社会影响、环境背景和资源、行为调节、能力信念、目标和强化是影响学校 PA 行为的因素。BCW 共同设计过程确定了 7 种干预功能、4 种政策类别和 21 种行为改变技术。提出了一项名为“Girls Active Project（GAP）”的同伴主导的课后 PA 计划。
本文描述了如何将 BCW（一种全面、基于证据、基于理论的框架）与 PPI 结合使用，共同设计一项旨在提高青少年女性 PA 水平的基于学校的干预措施。这种方法可以在其他环境中复制，以针对具有特定人口统计学特征的人群制定有针对性的行为干预措施。
