How do we harness adolescent values in designing health behaviour change interventions? A qualitative study

Strömmer, Sofia; Shaw, Sarah; Jenner, Sarah; Vogel, Christina; Lawrence, Wendy; Woods-Townsend, Kathryn; Farrell, David; Inskip, Hazel; Baird, Janis; Morrison, Leanne; Barker, Mary

doi:10.1111/bjhp.12526

Cited by 28 publications

(21 citation statements)

References 43 publications

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“…If the experience is negative, the child may avoid or lose interest in participation (Bergeron et al 2015;Knight, Harwood, and Gould 2017). Moreover, recent research has shown that the current emphasis on health outcomes in many physical education programmes is misplaced, for many young people, health is not a motivating factor to support physical activity participation (Strömmer et al 2021). The match between children's personal preferences for participation (Balish et al 2014;Crane and Temple 2015) and the experiences provided in physical education and physical activity settings is therefore critical to promoting the types of experiences that children will want to pursue across time.…”

Section: Literature Reviewmentioning

confidence: 99%

Children’s experiences of pedagogies that prioritise meaningfulness in primary physical education in Ireland

et al. 2021

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This research explored the experiences of children (age 9-10) when five Irish generalist primary teachers positioned meaningfulness as the priority filter for their pedagogical decision-making in physical education (n = 37). Pedagogies that support meaningfulness include those that are democratic and reflective, and give attention to individual experiences. Data sources included non-participant observations (n = 10), pupil diary (n = 101) and focus groups (n = 21 in five focus groups). Children's experiences were enhanced by shared ownership of the learning focus, collaboration on learning activities and teacher's attention to individual experiences. Results provide direction on a coherent approach to prioritising meaningfulness in primary physical education.

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Section: Literature Reviewmentioning

confidence: 99%

Children’s experiences of pedagogies that prioritise meaningfulness in primary physical education in Ireland

et al. 2021

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“…Recently, a longitudinal large scale representative study based on device measured PA from 8186 children and young people in Norway concluded that strategies and programs aiming to increase children and young people's PA have been inadequate [2]. Another recent study concluded that: "Health is not a motivating factor for adolescents; therefore, interventions designed solely to improve health are unlikely to engage them" [3]. However, like with health, the promotion of PA alone does not provide sufficient motivation to result in behavior change, it is not a trait and it is very context dependent.…”

Section: Introductionmentioning

confidence: 99%

Translation and validation of the Canadian assessment of physical literacy-2 in a Danish sample

et al. 2021

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Background The aim of this study was to translate the Canadian Assessment of Physical Literacy, second edition (CAPL-2) into Danish language, adapt it to Danish context and to test the measurement properties on a sample of Danish school children. Methods The CAPL-2 measurement tool was translated into Danish language and adapted for the Danish context. This Danish version of the CAPL-2 was then tested on 891 Danish school children from 50 classes in 12 different schools. Results Confirmatory factor analysis using the four-factor model, as suggested by the CAPL-2 original developers, showed an acceptable model fit for the Danish version (CFI = .973; TLI = .957; RMSEA = 0.040 (90% CI 0.033–0.054); SRMR = 0.040). Positive significant correlations between the domains were found. The domains as well as the total CAPL-2 score were found to be positively associated with physical education teachers’ assessment of their pupil’s in four central aspects of PL (i.e. enjoyment, confidence, motor skills, and diversity) indicating predictive validity. High internal consistency of the instrument used to measure motivation and confidence domain were found. Conclusion The translated and context-adapted Danish version of CAPL-2 is a valid and reliable measurement tool ready to use in Danish research studies.

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“…Often, they stated they liked a specific activity because it was fun. Since fun and enjoyment are often cited as the most important factors for engaging young people in physical activity and positive health behaviours (van Sluijs and Kriemler, 2016;Strömmer et al, 2021), this finding may illustrate the potential of novel HIIT modes to engage young people in sport, exercise, and physical activity. The finding also partly alleviates concerns expressed in the literature (Biddle and Batterham, 2015) which suggest performing HIIT will evoke feelings of displeasure (Ekkekakis, 2003) and could negatively impact on future exercise behaviour (Rhodes and Kates, 2015).…”

Section: Discussionmentioning

confidence: 78%

Process Evaluation of Project FFAB (Fun Fast Activity Blasts): A Multi-Activity School-Based High-Intensity Interval Training Intervention

Weston

Innerd

Azevedo³

et al. 2021

Front. Sports Act. Living

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Introduction: Over the last decade, research into the impact of school-based high-intensity interval training (HIIT) on young people's health has markedly increased. Despite this, most authors have focused on the outcomes of their intervention, rather than the process of how the study was conducted. The aim of our study, therefore, was to conduct a mixed methods process evaluation of Project FFAB (Fun Fast Activity Blasts), a school-based HIIT intervention for adolescents. The objectives were to explore study recruitment, reach, intervention dose, fidelity, participants' experiences, context, and future implementation.Methods: Recruitment was assessed by comparing the number of students who received study information, to those who provided consent. Reach was described as the number of participants who completed the intervention. Dose was reported via the number of HIIT sessions delivered, total exercise time commitment, HIIT exercise time, and session attendance. Post-intervention focus groups were conducted with intervention participants (n = 33; aged 14.1 ± 0.3 years; mean ± standard deviation). These discussions explored aspects of intervention fidelity (extent that the intervention was delivered as intended); participants' experiences of the HIIT sessions; context (exploration of the nuances of school-based HIIT); and ideas for future implementation.Results: Recruitment, reach, and dose data indicate that Project FFAB was largely delivered as planned. Focus group data identified a mismatch between perceived vs. prescribed work: rest ratio for the multi-activity HIIT drills. Generally, the HIIT drills were well-received; participants often reported they were fun to complete, and the use of heart rate monitors was helpful for interpreting exercise intensity. Some participants stated that greater variety in the HIIT drills would be preferable. The timing and structure of the HIIT sessions that took place outside of physical education lessons received mixed responses.Conclusion: Collectively, our study supports the use of school-based HIIT and provides valuable insights into how such interventions can be implemented. Project FFAB could be modified to account for individuals' preferences on when the exercise sessions took place. In addition, a wider range of activities could be included, and the prescribed work: rest ratio of the HIIT drills could be better communicated.

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How do we harness adolescent values in designing health behaviour change interventions? A qualitative study

Cited by 28 publications

References 43 publications

Children’s experiences of pedagogies that prioritise meaningfulness in primary physical education in Ireland

Children’s experiences of pedagogies that prioritise meaningfulness in primary physical education in Ireland

Translation and validation of the Canadian assessment of physical literacy-2 in a Danish sample

Process Evaluation of Project FFAB (Fun Fast Activity Blasts): A Multi-Activity School-Based High-Intensity Interval Training Intervention

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