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Table 5 Implications of the user-group engagement and developmental research findings for the design of a PA/SV parenting intervention

From: Designing a physical activity parenting course: Parental views on recruitment, content and delivery

Developmental research findings Intervention design implications
Facilitators and barriers
Childcare needs
Timing
- not afterschool
- finding free time to attend
Costs of travel to intervention sessions
Social aspects of course
- desire for group sessions
- meeting friends on course
- emotional support from group
Provision of free child care for parents attending intervention sessions
Participants given option of attending daytime course while children are at school or evening course.
Intervention delivered in multiple locations close to sampling area to minimise the need to travel
Group-based course
Focus on sharing experiences
Recruitment
Programme expectations/marketing/description of sessions
Time of sessions
Location/methods
- Schools
- Known contact at child’s school
- Face-to-face at schools
- Coffee shops, leafleting etc.
- Word of mouth
Recruitment materials (i.e., leaflets, posters, website, online advertising) designed to include key information reported to influence decision to enrol and aligned with the desired content as outlined below (e.g., social/group sessions, key topics covered and length of sessions).
Varied and wide-reaching recruitment campaign including; letters to parents via schools, coffee mornings at schools and children’s centres, attendance at afterschool activities, family events, parent-toddler groups, stall at school fetes, meeting parents directly at schools, liaison with key community members, study website, posters and fliers in local venues and press releases.
Intervention Content & learning methods
- what “counts” as exercise
- ideas for active play/unstructured activity
- ideas of where to go for free to be active
- planning for PA
- communicating about activity with children
- encouraging child’s motivation
All desired content was incorporated in to the sessions. (e.g., Session 1: what counts as PA; Session 2: active play; Session 3: communication; Session 4 encouraging motivation; Session 7: Planning for PA
- Dedicated time for parent feedback on parenting techniques attempted in the previous week
- Significant time dedicated to practical advice. Take home guides on “putting it into practice”
- Time given each week for parents to talk about their own experiences to support peer learning.
Learning methods
- learning from other parents
- professional advice
- practical advice
- Development of an Activity Directory providing ideas of physical activity opportunities