Feasibility of a peer-led, after-school physical activity intervention for disadvantaged adolescent females during the COVID-19 pandemic: results from the Girls Active Project (GAP)

Abstract

Introduction There is a critical need for interventions that can be feasibly implemented and are effective in successfully engaging adolescent females in physical activity (PA). A theory-based, peer-led, after-school PA intervention, the Girls Active Project (GAP), was codesigned with adolescent females. This study aimed to assess the feasibility of implementing and evaluating the GAP programme. Setting One single-sex, female-only, designated disadvantaged postprimary school (students aged 12–18) in Dublin, Ireland. Methods Mixed methods were applied with multiple stakeholders over a 12-week trial (March to May 2021). A single-arm study design was used to examine intervention: reach, dose, fidelity, acceptability, compatibility and context. Feasibility of using proposed self-reported outcome measures (moderate-to-vigorous PA levels, self-rated health, life satisfaction, PA self-efficacy and PA enjoyment) was also explored. Due to school closure resulting from the COVID-19 pandemic, the intervention was delivered both online and in person in the school setting. Results Eight exercise classes were peer delivered by project leaders (n = 6, students aged 15–17) to intervention recipients (students aged 13-14). Recruitment was low (n = 8, 10% of eligible students, mean age: 13.3 SD: 0.46), yet retention was high (n = 7/8, 88%). Attendance rates were satisfactory (68%), and the intervention was implemented with high fidelity (87%). Data completion rates suggested proposed self-reported outcome measures were deemed appropriate (≥ 95%), except for weight (50%) and height data (80%). Despite COVID-19 hindering intervention implementation, both quantitative and qualitative data suggested that stakeholders were satisfied and perceived the in-person delivered intervention to be compatible with the school setting. Recommended refinements included extending class duration, introducing different rewards, and boosting programme awareness. Conclusions Further thought must be given on how to increase recruitment. Overall, the in-person delivered after-school PA programme was well-received by stakeholders and shows promise as an intervention that can be feasibly implemented and evaluated. Suggested improvements to the GAP intervention programme are recommended, before continuing to a more robust evaluation. Trial registration 10.17605/OSF.IO/75HWJ (prospectively registered, date of registration: 9th December 2020)

Strategies for recruitment of adolescent girls into physical activity programmes: a systematic review protocol

“…Recruitment of adolescent girls remains a persistent challenge for PA programme providers 8,[12][13][14] , and yet there is a dearth of research examining the recruitment of this demographic into PA programmes or interventions. This quantitative systematic review will complement the recent qualitative reviews examining barriers, facilitators, and perceptions of PA amongst adolescent girls 18,20,39,40 and directly address the challenge of recruiting adolescent girls into PA programmes and interventions.…”

“…In 2016, 340 million children and adolescents aged 5-19, or just over 18%, were overweight or obese 7 . Fortunately, increasing awareness of the growing crisis of inactivity, and in adolescent girls specifically, has resulted in the development of new, generally well-received PA programmes based on state-of-the-art behaviour change theories and frequently involving adolescent girls in the design or evaluation of these programmes [8][9][10][11] .…”

“…A persistent challenge for PA programme providers, however, is recruiting adolescent girls to join their programmes 8,[12][13][14] , with reduced interest from potential participants being cited as one of the main barriers to offering after-school extracurricular activities 9 . Girls PA programme providers, for example, report recruiting only 10-29% of eligible adolescent girls even with multiple recruitment rounds 8,10 , note that adjustments to their methodology were required to improve recruitment 11,15 , or end up enrolling fewer participants than intended when compared with their pre-determined recruitment goals 16,17 .…”

“…Recent qualitative research has examined adolescent girls' perceptions of PA, the types of PA programmes they are looking for, and facilitators and barriers to their participation [18][19][20][21] . Individual study authors list the recruitment strategies employed in their programmes, such as presentations from researchers or teachers [22][23][24] , taster sessions in advance of signing up for the entire programme 25 , informational emails sent by schools 24 , posters 24 , flyers 26 , invitational letters to parents 23 , incentives for participation 23 , social media 26,27 , and more.…”

School Strategies on Improving Students’ Physical Activity Engagement During COVID-19 Pandemic Period: A Thematic Review

“…During the resumption of school operation, prominent health organizations and public officials all over the world highly recommends to consider school as a venue for promoting active lifestyle (Ram et al, 2023). According to McQuinn et al, (2022) the school set up was considerably suitable for improving and managing students behavior towards being active. Children value their time on school therefore experience within the said place is crucial for their behavioral development (Nagy-Pénzes et al, 2022).…”