Lessons learnt from the Bristol Girls Dance Project cluster RCT: implications for designing and implementing after-school physical activity interventions

Mark J Edwards; Tom May; Joanna M Kesten; Kate Banfield; Emma L Bird; Jane E Powell; Simon J Sebire; Russell Jago

doi:10.1136/bmjopen-2015-010036

Lessons learnt from the Bristol Girls Dance Project cluster RCT: implications for designing and implementing after-school physical activity interventions

Mark J Edwards, Tom May, Joanna M Kesten, Kate Banfield, Emma L Bird, Jane E Powell, Simon J Sebire, Russell Jago

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Abstract

OBJECTIVE: To consider implementation issues associated with the delivery of Bristol Girls Dance Project (BGDP) and to identify improvements that may aid the design of after-school physical activity (PA) interventions.

DESIGN: Two-armed cluster randomised control trial. The BGDP was a 20-week school-based intervention, consisting of two 75 min after-school dance sessions per week, which aimed to support Year 7 girls to be more physically active.

SETTING: 18 secondary schools (nine intervention, nine control) in the Greater Bristol area (as an indication of deprivation, children eligible for the pupil premium in participant schools ranged from 6.9 to 53.3%).

PARTICIPANTS: 571 Year 7 girls. This article reports on qualitative data collected from 59 girls in the intervention arm of the trial, 10 dance instructors and 9 school contacts involved in the delivering of the BGDP.

METHODS: Data were obtained from nine focus groups with girls (one per intervention school), and interviews with dance instructors and school contacts. Focus groups sought views of girls' motivation to participate, teaching styles and experiences of the intervention. Interviews explored views on implementation and dissemination. Framework analysis was used to analyse data.

RESULTS: Qualitative data elicited three themes associated with the delivery of BGDP that affected implementation: project design, session content and project organisation. 'Project design' found issues associated with recruitment, timetabling and session quantity to influence the effectiveness of BGDP. 'Session content' found that dance instructors delivered a range of content and that girls enjoyed a variety of dance. Themes within 'project organisation' suggested an 'open enrolment' policy and greater parental involvement may facilitate better attendance.

CONCLUSIONS: After-school PA interventions have potential for increasing PA levels among adolescent girls. There is a need to consider the context in which interventions are delivered and implement them in ways that are appropriate to the needs of participants.

TRIAL REGISTRATION NUMBER: ISRCTN52882523.

Original language	English
Pages (from-to)	e010036
Number of pages	13
Journal	BMJ Open
Volume	6
Issue number	1
DOIs	https://doi.org/10.1136/bmjopen-2015-010036
Publication status	Published - 8 Jan 2016

Keywords

Adolescent
Child
Dancing
Female
Focus Groups
Health Promotion
Humans
Motor Activity
Parents
Qualitative Research
Schools
Randomized Controlled Trial

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title = "Lessons learnt from the Bristol Girls Dance Project cluster RCT: implications for designing and implementing after-school physical activity interventions",

abstract = "OBJECTIVE: To consider implementation issues associated with the delivery of Bristol Girls Dance Project (BGDP) and to identify improvements that may aid the design of after-school physical activity (PA) interventions.DESIGN: Two-armed cluster randomised control trial. The BGDP was a 20-week school-based intervention, consisting of two 75 min after-school dance sessions per week, which aimed to support Year 7 girls to be more physically active.SETTING: 18 secondary schools (nine intervention, nine control) in the Greater Bristol area (as an indication of deprivation, children eligible for the pupil premium in participant schools ranged from 6.9 to 53.3%).PARTICIPANTS: 571 Year 7 girls. This article reports on qualitative data collected from 59 girls in the intervention arm of the trial, 10 dance instructors and 9 school contacts involved in the delivering of the BGDP.METHODS: Data were obtained from nine focus groups with girls (one per intervention school), and interviews with dance instructors and school contacts. Focus groups sought views of girls' motivation to participate, teaching styles and experiences of the intervention. Interviews explored views on implementation and dissemination. Framework analysis was used to analyse data.RESULTS: Qualitative data elicited three themes associated with the delivery of BGDP that affected implementation: project design, session content and project organisation. 'Project design' found issues associated with recruitment, timetabling and session quantity to influence the effectiveness of BGDP. 'Session content' found that dance instructors delivered a range of content and that girls enjoyed a variety of dance. Themes within 'project organisation' suggested an 'open enrolment' policy and greater parental involvement may facilitate better attendance.CONCLUSIONS: After-school PA interventions have potential for increasing PA levels among adolescent girls. There is a need to consider the context in which interventions are delivered and implement them in ways that are appropriate to the needs of participants.TRIAL REGISTRATION NUMBER: ISRCTN52882523.",

keywords = "Adolescent, Child, Dancing, Female, Focus Groups, Health Promotion, Humans, Motor Activity, Parents, Qualitative Research, Schools, Randomized Controlled Trial",

author = "Edwards, {Mark J} and Tom May and Kesten, {Joanna M} and Kate Banfield and Bird, {Emma L} and Powell, {Jane E} and Sebire, {Simon J} and Russell Jago",

note = "Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/",

year = "2016",

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doi = "10.1136/bmjopen-2015-010036",

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T1 - Lessons learnt from the Bristol Girls Dance Project cluster RCT

T2 - implications for designing and implementing after-school physical activity interventions

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AU - May, Tom

AU - Kesten, Joanna M

AU - Banfield, Kate

AU - Bird, Emma L

AU - Powell, Jane E

AU - Sebire, Simon J

AU - Jago, Russell

N1 - Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/

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Y1 - 2016/1/8

N2 - OBJECTIVE: To consider implementation issues associated with the delivery of Bristol Girls Dance Project (BGDP) and to identify improvements that may aid the design of after-school physical activity (PA) interventions.DESIGN: Two-armed cluster randomised control trial. The BGDP was a 20-week school-based intervention, consisting of two 75 min after-school dance sessions per week, which aimed to support Year 7 girls to be more physically active.SETTING: 18 secondary schools (nine intervention, nine control) in the Greater Bristol area (as an indication of deprivation, children eligible for the pupil premium in participant schools ranged from 6.9 to 53.3%).PARTICIPANTS: 571 Year 7 girls. This article reports on qualitative data collected from 59 girls in the intervention arm of the trial, 10 dance instructors and 9 school contacts involved in the delivering of the BGDP.METHODS: Data were obtained from nine focus groups with girls (one per intervention school), and interviews with dance instructors and school contacts. Focus groups sought views of girls' motivation to participate, teaching styles and experiences of the intervention. Interviews explored views on implementation and dissemination. Framework analysis was used to analyse data.RESULTS: Qualitative data elicited three themes associated with the delivery of BGDP that affected implementation: project design, session content and project organisation. 'Project design' found issues associated with recruitment, timetabling and session quantity to influence the effectiveness of BGDP. 'Session content' found that dance instructors delivered a range of content and that girls enjoyed a variety of dance. Themes within 'project organisation' suggested an 'open enrolment' policy and greater parental involvement may facilitate better attendance.CONCLUSIONS: After-school PA interventions have potential for increasing PA levels among adolescent girls. There is a need to consider the context in which interventions are delivered and implement them in ways that are appropriate to the needs of participants.TRIAL REGISTRATION NUMBER: ISRCTN52882523.

AB - OBJECTIVE: To consider implementation issues associated with the delivery of Bristol Girls Dance Project (BGDP) and to identify improvements that may aid the design of after-school physical activity (PA) interventions.DESIGN: Two-armed cluster randomised control trial. The BGDP was a 20-week school-based intervention, consisting of two 75 min after-school dance sessions per week, which aimed to support Year 7 girls to be more physically active.SETTING: 18 secondary schools (nine intervention, nine control) in the Greater Bristol area (as an indication of deprivation, children eligible for the pupil premium in participant schools ranged from 6.9 to 53.3%).PARTICIPANTS: 571 Year 7 girls. This article reports on qualitative data collected from 59 girls in the intervention arm of the trial, 10 dance instructors and 9 school contacts involved in the delivering of the BGDP.METHODS: Data were obtained from nine focus groups with girls (one per intervention school), and interviews with dance instructors and school contacts. Focus groups sought views of girls' motivation to participate, teaching styles and experiences of the intervention. Interviews explored views on implementation and dissemination. Framework analysis was used to analyse data.RESULTS: Qualitative data elicited three themes associated with the delivery of BGDP that affected implementation: project design, session content and project organisation. 'Project design' found issues associated with recruitment, timetabling and session quantity to influence the effectiveness of BGDP. 'Session content' found that dance instructors delivered a range of content and that girls enjoyed a variety of dance. Themes within 'project organisation' suggested an 'open enrolment' policy and greater parental involvement may facilitate better attendance.CONCLUSIONS: After-school PA interventions have potential for increasing PA levels among adolescent girls. There is a need to consider the context in which interventions are delivered and implement them in ways that are appropriate to the needs of participants.TRIAL REGISTRATION NUMBER: ISRCTN52882523.

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KW - Child

KW - Dancing

KW - Female

KW - Focus Groups

KW - Health Promotion

KW - Humans

KW - Motor Activity

KW - Parents

KW - Qualitative Research

KW - Schools

KW - Randomized Controlled Trial

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DO - 10.1136/bmjopen-2015-010036

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SN - 2044-6055

VL - 6

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JO - BMJ Open

JF - BMJ Open

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ER -

Lessons learnt from the Bristol Girls Dance Project cluster RCT: implications for designing and implementing after-school physical activity interventions

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Keywords

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