The GLAMA (Girls! Lead! Achieve! Mentor! Activate!) physical activity and peer leadership intervention pilot project: A process evaluation using the RE-AIM framework

Abstract

BackgroundImplementing new initiatives and physical activity interventions in schools represents a myriad of challenges that if overcome can potentially facilitate a range of behavioural changes. The aim of this paper is to describe the process evaluation of specific design constructs used in the GLAMA (Girls! Lead! Achieve! Mentor! Activate!) peer leadership and physical activity pilot project. Conducted in a state secondary school in Australia, the intervention was designed to provide students with opportunities to develop leadership skills, school and social connectedness in addition to a range of physical activity experiences.MethodsThis process evaluation used the RE-AIM (Reach, Efficacy, Adoption, Implementation and Maintenance) health promotion evaluation framework to assess three design constructs of the intervention: the effectiveness of leadership training and leader preparedness, activity suitability and participation, and the barriers to implementation of the intervention and potential solutions to overcome these barriers. As it was not the specific aim of this pilot, no behavioural change data were collected from students. Data were collected using a mixed methods approach including student questionnaires, teachers and researchers reporting on their own observations and feedback from students.ResultsThere were three main considerations evident across more than one RE-AIM dimension that need to be addressed to assist with future GLAMA dissemination. Firstly, the development of teacher, school and student participation. This needs to be through a variety of professional development opportunities for teachers, integration of the program within timetabled classes within the school and promoting the program to students as an opportunity to develop a range of skills to apply to future learning and workplace environments. Secondly, the successful translation of leadership training to practice is necessary to ensure that leaders are effectively able to motivate, facilitate and activate their teams. Finally, the need for consistent activity implementation requires sequential, competitive elements, purposeful team selection and clearly defined scoring and time periods for team 'challenges'.ConclusionsFactors that have the greatest impact on intervention success are those that come from within the school setting including: the structure of the curriculum, pressure to meet curriculum and assessment content, lack of support for new initiatives, multiple programs already running within the school, time allowances for teachers, appropriate training for teachers, and support for students to participate. These barriers need to be considered when developing all secondary school interventions.

A Guide for Educators to Move Beyond Conventional School Playgrounds: The RE-AIM Evaluation of the Lunchtime Enjoyment Activity and Play (LEAP) Intervention

“…Another material that was seen to have little use were plastic bottles (Table 2). The size of the tractor tyres was a safety concern for the school and it was enforced that, "tractor tyres shouldn ' There were a number of facilitators to the success of the intervention, including a senior teacher that thoroughly supported the LEAP intervention throughout; reported as essential in previous intervention studies (Austin et al, 2011;Jenkinson, Naughton & Benson, 2012). When using movable/recycled materials, an obvious consideration for the teachers from the outset of the LEAP intervention was safety.…”

Evaluation of physical activity interventions in youth via the Reach, Efficacy/Effectiveness, Adoption, Implementation, and Maintenance (RE-AIM) framework: A systematic review of randomised and non-randomised trials

“…To balance the emphasis on internal and external validity, Glasgow et al (1999) designed an evaluation framework that expands assessments of interventions beyond efficacy. This Reach, Efficacy/Effectiveness, Adoption, Implementation, and Maintenance (RE-AIM) framework has demonstrated utility in evaluating internal and external validity indicators for a number of health behaviour interventions (e.g., nutrition and PA) (Aittasalo et al, 2006;DerAnanian et al, 2012;Dunton et al, 2009;Jenkinson et al, 2012;Nigg et al, 2012), and has been used in reviews of literature to demonstrate the degree to which researchers reported on external validity issues (Akers et al, 2010;Allen et al, 2011;Antikainen and Ellis, 2011;Dzewaltowski et al, 2004;Glasgow et al, 2004;White et al, 2009).…”

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“…However, limited large scale studies are beginning to share evaluation tools on websites for public use and descriptions of process evaluation objectives and associated data collections tools employed are increasingly being published in peer reviewed journals. This has occurred in interventions in mental health [45], weight management [16] and physical activity [46]. There are additionally some evaluation guides available online (grey literature) that incorporate evaluation templates as well as sample questions for semi-structured interviews and focus groups [47,48].…”