Table 2 Examples of high and low implementation scores
Example of what would see a school achieve ‘Low’ scores | Example of what would see a school achieve ‘High’ scores | |||||
|---|---|---|---|---|---|---|
PA | CW | VV | PA | CW | VV | |
Fidelity/adherence | Sessions delivered ad-hoc, session duration shorter than recommended | Core nutritional information not covered, session duration less than 60 mins, pre-workshop lessons not delivered | Session duration shorter than recommended, key activity or session content missed out. Teachers failing to deliver classroom challenges | Sessions delivered consistently, duration as intended | Workshop delivered over 90 min and included practical activities for children to participate in. Lessons delivered before the workshop | All VV activities delivered as planned and challenges delivered |
Reach/dose/exposure, | Sessions delivered when not all children present (e.g. before registration), sessions delivered ad-hoc and not daily | Sessions not delivered to all children, parents not invited to attend | Classroom challenges delivered when not all children present | Sessions delivered at a consistent time slot each day when all children are present in the classroom | Sessions delivered when all children present. Parents invited and encouraged to attend | All to nearly all children in class in attendance |
Recruitment | Children not encouraged to join in | Parents not invited to sessions. Children not encouraged to join in at the workshops | Children not encouraged to join in activities at Villa or in classroom challenges | Children encouraged to join in by peers and activity leader | Parents invited to sessions and teachers positively recruiting in the week’s preceding. | VV staff encouraging children to take part in the activities. Teachers encouraging participation and promoting homework activities |
Quality | Leader putting DVD / music on and then returning to own work (e.g. marking). Poor interaction between class and the activities. | Teacher unenthusiastic delivery, rushing through or skipping slides, low interaction with class, poor set up and disinterest in practical session | Session leaders unenthusiastic delivery, rushing through, low interaction with class, poor set up of practical session | Leader explaining the activities clearly and positively, supporting children to make quality movements, overall exemplary delivery. Leader joining in where appropriate. | Teacher enthusiastic delivery, high level of interaction with children and parents | Session leader enthusiastic about session content, high level of interaction with children |
Participant responsiveness. | Children unenthusiastic and disinterested in the activities, some not joining in and choosing to do something else | Children and parents unenthusiastic about the activities, not getting involved in the practical elements of the workshop | Children and parents unenthusiastic and disinterested in the activities. | Children’s response to the PA positive, enthusiastic to join in, appear to be enjoying themselves | Children’s and parents’ response to, and interest in the activities positive, enthusiastic to join in | Children’s response to, and interest in the activities positive, enthusiastic to join in |