Three-year maintenance of a teacher-led programme targeting motor competence in early adolescent girls.
Motor competence (MC) in youth is associated with positive health outcomes, yet few achieve their developmental capability. Although numerous MC studies address initial intervention effectiveness, fewer consider intervention sustainability. This study aimed to investigate whether teachers continued...
| Publicado en: | Journal of Sports Sciences Vol. 38; no. 16; pp. 1886 - 1897 |
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| Autores principales: | , , , , |
| Formato: | research tables/charts Journal Article |
| Publicado: |
Taylor & Francis Ltd
Aug2020
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=145281958&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 145281958 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02640414 5BV jtl: Journal of Sports Sciences issn: 02640414 maglogo: Y pubinfo: dt: Aug2020 vid: 38 iid: 16 pid: 377 pub: Taylor & Francis Ltd place: Philadelphia, Pennsylvania artinfo: ui: 145281958 145281958 145555654 145281958 10.1080/02640414.2020.1763059 145281958 ppf: 1886 ppct: 11 formats: tig: atl: Three-year maintenance of a teacher-led programme targeting motor competence in early adolescent girls. aug: au: Lander, Natalie Salmon, Jo Morgan, Philip J. Symington, Naomi Barnett, Lisa M. affil: School of Education, Deakin University, Geelong, Australia sug: subj: Teachers Motor Skills Education Physical Education and Training In Adolescence Women's Health In Adolescence Program Implementation Human Adolescence Female Descriptive Statistics Program Evaluation Questionnaires Focus Groups Data Analysis Software School Health Education Academic Achievement Audiorecording Pretest-Posttest Design Students, High School Implementation Science Adolescent: 13-18 years Female ab: Motor competence (MC) in youth is associated with positive health outcomes, yet few achieve their developmental capability. Although numerous MC studies address initial intervention effectiveness, fewer consider intervention sustainability. This study aimed to investigate whether teachers continued to implement an effective MC programme targeting girls (mean age 12.4 ± 0.3 years), three years post-intervention. Ongoing implementation was examined using three domains of the UK Medical Research Council's framework: (i) implementation, (ii) mechanisms of impact, and (iii) context. Teachers (n = 18) completed self-report questionnaires and participated in focus group discussions (FGs). Descriptive statistics analysed questionnaires. FGs were audio recorded, transcribed verbatim and analysed in NVivo 11 using a framework approach. All teachers had continued to implement the programme, or elements thereof, three years post-intervention. The intervention structure, in particular alignment to the physical education context and curriculum, most notably influenced ongoing programme implementation. Improvement, both teacher practice and student performance, emerged as a driver of sustained impact. The programme demand appeared to be the most important facilitator of programme sustainability. Adaptations made to enhance contextual fit of the programme, post-intervention, extended the programme reach. Framed by implementation science, these findings provide valuable insight into programme sustainability and potential scalability. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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