https://doi.org/10.54825/123457
Yvonne O’Byrne, Joan Dinneen, & Tara Coppinger
Project Spraoi (PS) is a school-based health-promotion intervention aimed at increasing physical activity (PA) and improving nutritional knowledge among primary-school children in Ireland. The study explored the fidelity of the intervention, namely, whether PS was delivered as intended, and examined the processes through which PS and each of the school contexts adapted to one another. Stakeholders, including teachers (n = 65), support staff (n = 22), Energisers – PA specialists tasked with leading change in the schools (n = 5), and children (n = 246), participated in the study. Quantitative data were collected through PA logs and questionnaires to assess the fidelity of intervention delivery. Process evaluation was undertaken based on three themes: implementation, context, and mechanism of impact, which were subcategorised into six evaluation dimensions. Qualitative data were collected through interviews, focus groups, and “write and draw” activities to elicit information about contextual barriers, facilitators, adaptations, and interactions. Results showed that intervention fidelity was low, and teachers delivered roughly 50-80% of the prescribed daily moderate to vigorous physical activity (MVPA), on average. Common barriers identified were lack of time, curricular constraints, weather, and lack of support from school staff. Adaptations made to achieve better contextual fit included shorter activity breaks, cross-curricular games, and PA challenges and competitions. There was much variability in how PS was delivered and received, but adaptations that supported better contextual fit facilitated intervention delivery. The findings offer solutions to inherent contextual barriers when delivering health promotion interventions in primary schools. [DOWNLOAD PDF]
