Table 2 Summary of the results of the qualitative process evaluation

Requirement

Description

 1

Information about the program should be given to all stakeholders in an appropriate manner, including oral information, written material, practical examples and the possibility to ask questions before the participants decide, if they want to participate.

 2

Consider the principle of voluntariness for all participants in the program.

 3

Kindergarten teachers and caregivers should be present during the sessions as important reference persons for the participants (children and older adults).

 4

The content of each session of the group program/intervention should be carefully planned and relate to the session(s) already completed; each session should contain rituals.

 5

The trainers responsible for the group sessions should have basic information on the motor and cognitive abilities of each participants.

 6

The first session of the group program should be held separately with older adults or children only to give time for introduction of the program/intervention.

 7

Mobility aids would not prevent people from participating in the program; they must be stored away safely during the session or appropriately used, e.g. a wheelchair can be used by a group participant if needed; children, however are not permitted to play with mobility aids of older adults.

 8

An appropriately-sized room allowing each participant enough space for the planned movement (min. space per participant was estimated with 4 m²), a place for changing the clothes, and a nearby toilet should be available.

 9

Water should be offered, either during the session or afterwards.

Theme

Description

 Acceptance

The group program/intervention was in general well received by the participants.

 Need for collaboration

Additional time should be set aside for communication between the external trainers and the involved staff of the institutions to facilitate the collaboration.

 Balanced offers for old and young

The needs of the participants, both older adults and children, should be taken into account in each session. Information about the course of the session should be given in an understandable way before the start of the session.

 Avoidance of waiting times

Waiting times/inactive periods of time before and during the sessions should be reduced to a minimum and the timeframe should be kept; hyperactivity resulting of boredom in some children irritated some older adults.

 Availability of enough space

A room with an appropriate size is an absolute must – in very small rooms the sessions cannot be performed as planned.

 Extended use of material

The used material could remain at the institutions until the next session to be used by other children and older adults who are not part of the group program/intervention.

Theme

Description

 Being different from other offers

The program was experienced as “something special and different” from usual exercise classes or other intergenerational activities.

 Contact between very old and very young

Intergenerational contact takes place: the program led to a self-perceived increased intergenerational contact between very young and very old persons, in terms of quantity (more contacts, more time spent in intergenerational activities), as well as in terms of quality (understanding the needs of the respective others creates more options to achieve aims in tasks together).

 Changed attitude

The program changed the attitudes towards the respective other group.

 Need for supportive environment

The implementation of an intergenerational program needed a supportive environment in management and administration.

 Continuing contact

Direct intergenerational contact between older adults and children has continued after the end of a session (in between two sessions) and after the end of the program.