Table 2 The final coding structure
From: Process evaluation of the school-based Girls Active programme
Main code – level 1 | Sub code – level 2 | Sub code – level 3 |
|---|---|---|
Training events | Initial training event | Idea provoking |
Sharing experiences | ||
Lack of implementation timeline | ||
Too flexible | ||
Peer review event | Disappointment at cancellation of first event | |
Sharing experiences | ||
Peer leader event | Enjoyable | |
More time to dedicate to sharing experiences | ||
Ongoing support | YST support | Valuable |
Non-judgemental | ||
Additional ideas | ||
Problem solving | ||
Mentoring came too late in implementation | ||
Resource folder | Ideas for implementation | |
Used at start | ||
Action plan | Time consuming | |
Confusing | ||
Money | Funding tight for schools | |
Want money to last as long as possible | ||
Activities as part of GA | Physical activities | Girls only clubs |
New clubs (short duration) | ||
Taster sessions | ||
Activity days/one-off events | ||
Support activities (not PA) | Loyalty card and prizes (reward schemes) | |
Suggestion box | ||
Changing physical environment | ||
Clothing for peer leaders | ||
Posters | ||
Bulletin board | ||
Surveys/canvassing opinions | ||
Marketing through assembly | ||
Peer leader group | Chose sporty/active/engaged girls | |
Teacher reluctant to delegate | ||
Meetings | Peer leader group | |
Form groups | ||
Peer leaders with head teacher | ||
PE related | Looked at content | |
Uniform review | ||
Barriers/challenges | Logistics | Timetable restrictions |
School buses | ||
Attendance at training days | ||
Cost | ||
Access to gym/space | ||
Providing variety | ||
Creating widespread awareness | ||
Getting peer leaders together | ||
Lack of time | Life gets in the way | |
Takes a lot of time | ||
“competing demands” (wider school commitments) | ||
Wish had dedicated more time for programme | ||
Curriculum | Fit of changes with national curriculum | |
Interpersonal | Peer leaders feel judged | |
Peer leaders feel responsible if can’t deliver what other want | ||
Peer leaders feel pressure to meet diverse needs | ||
Girls feel judged | ||
Fear of losing friends | ||
Attitudes | Gender stereotypes | |
Getting girls to come | ||
Self-conscious | ||
Buy-in from other teachers | Not viewed as priority | |
Organisation | Knowing what to do | |
Lack of timeframe for implementation | ||
Having other teams to play | ||
Cancellations | ||
Equipment | ||
Facilitators | Support | From teachers (Peer leaders) |
Other teachers and senior management (teachers) | ||
External (from YST) | ||
Feeling part of something bigger | ||
Being monitored | ||
What is Girls Active? | Choice | |
Promoting girls activity | Speaking out for girls | |
Encourage girls to do sport | ||
Showing girls can do it | ||
Motivating girls | ||
Getting opinions | ||
Measurement days | Watches (GENEActiv accelerometers) | |
Find out how active girls are | ||
Activities | Loyalty cards | |
Prizes | ||
Fun activities | ||
Sexist | Not all boys play sport – should be given this opportunity too | |
Better kit | ||
Changing girls | Get girls fitter | |
Get girls more active | ||
Build confidence | ||
Change PE | ||
Impact/benefits | Peer leaders | Seeing changes |
Role model | ||
Sense of responsibility | ||
Friendships | ||
Get out of class | ||
Confidence | ||
Learning from other schools | ||
Leadership | ||
Help others | ||
Learning new PA skills | ||
Developing organisation and planning skills | ||
PE | Less moans | |
Talking about health | ||
Choice | ||
None yet | Late started | |
Needs time to see them | ||
Enjoyment | ||
Increase attendance at clubs | New faces at clubs | |
Good opportunity | ||
Boys | Interest from boys |