Table 1 Outline of process evaluation
Indicators | Data sources | Timing |
|---|---|---|
Recruitment | ||
Number of schools invited, number of school accepting invitation | Project records, include socio-demographic information (e.g., school size, ethnicity, SES) | Ongoing throughout project |
Number of possible participants at each school, number of participants recommended or invited to attend activities, actual number who do attend each activity | School rolls, project records, attendance records | |
Number who opt out | Attendance records; survey to explore reasons | |
What was delivered | ||
Number of activities delivered, changes to school policy, number of peer leaders recruited, resource use, funding applied for, training conducted and attendance at training | School 'Mission Analysis' self-review and action plan, school environment questionnaire, teacher and peer mentor logs, policy review, project records for funding and training, interviews with lead teacher and peer mentors, logs from and interviews with intervention deliverers, audit of school provision | Monthly collection of logs/records, brief interviews at regular intervals throughout project, final exit interviews including review of initial 'mission analysis', end of intervention policy review and school environment questionnaire (pre-, post-) |
Description of unintended events | ||
It is useful to note whether there were any unexpected side effects or outcomes from the intervention. For example, did participants take up one type of physical activity but stop doing another during the project? Unexpected outcomes do not necessarily have to be negative and there may be unanticipated positive health outcomes. | Survey with pupils, attendance logs | monthly collection of attendance, exit survey |
Participant satisfaction, acceptability and enjoyment | ||
Satisfaction/dissatisfaction with the programme; likes and dislikes | Lead teacher interview; teacher focus groups; peer leaders focus groups; pupils brief exit survey to all pupils, focus groups with subset. All conducted by person independent of the intervention delivery to encourage honest opinions | Midpoint (brief) and exit |
Understanding supporting networks | ||
What local and national infrastructure exists that schools/lead teachers perceive as useful to support physical activity promotion; extent to which formal or informal networks exist and are used | Interview with lead teachers of control and intervention schools | Midpoint and exit |
Sustainability | ||
Whether plans have been made to continue with the intervention in some way | Interview with lead teacher | Exit interview |