Table 3 Summary table of main results under RE-AIM headings

Reach

44% of approached schools signed up. School contacts reported that a key motivation to sign up was to engage less-active pupils.

The programme appealed to girls as much as boys; 41% of eligible pupils provided parental consent to participate in Action 3:30R, 49% of whom were girls.

74% of pupils attended at least 50% of sessions. Scheduling conflicts with other clubs was the main barrier to attendance.

Effectiveness

The TA training was effective at increasing TAs confidence to deliver sessions and their adoption of an autonomy-supportive teaching style.

Pupils and TAs found Action 3:30R sessions highly enjoyable. Pupils especially enjoyed the more autonomy-supportive delivery style and child-led elements.

Adoption

Four of six schools adopted the programme. The main perceived barriers to adoption in the other two were capacity of staff and, potentially, financial implications of providing cover for staff to attend TA training.

Adoption is likely to be driven by whether the programme can generate whole-school outcomes in line with current priorities.

Implementation

TA training was delivered with high implementation fidelity.

All four intervention schools delivered all 30 sessions.

Session content was tailored by TAs in 75% of all sessions to adapt to their situations, demonstrating good adherence to the training principles.

School support varied between intervention schools which may have impacted scheduling and attendance in two of the four intervention schools.

Season of delivery affected how well some sessions could be delivered, due to space constraints of indoor spaces.

Maintenance

Unsustainable funding was cited by other schools as a primary barrier to continued delivery, however schools admitted that funding models such as charging parents were a possibility.

One school reported continuing Action 3:30R beyond the trial despite withdrawal of study support and project funding, suggesting a funding barrier may be more/less important depending on school priorities.

The TA training was a highly valued component that increased the potential sustainability of Action 3:30R and appealed to schools from a staff development perspective.