Table 2 Recommendations to enhance future implementation of the role model component
Current | Future recommendations | |
|---|---|---|
Prior to the programme starting | ||
Recruitment of community role models | Local authority physical activity teams and publicly available information used to approach role models for involvement | Develop advertisements to recruit more widely (e.g., creating a job-like description and using social media to disseminate) Within information packs add detail on school premises and equipment availability |
Recruitment of peer role models | Secondary school teachers were provided with recruitment materials to give to the peer role models | The introduction of a standardised briefing session along with an information pack, would ensure all role models are briefed on the role aims and responsibilities. Consider the use of a training video |
Identify community provision | Research team worked closely with local authority physical activity teams to identify community opportunities | Explore the role of peer role models or local authority teams for taking ownership over community activity mapping |
Consider travel logistics | No information provided | Explore the option to include location and transport details of feeder primary schools within peer role model information packs |
Meet and greet opportunity | Intervention materials encouraged peers to introduce themselves to the Year 5 girls at the start of the session | Provide an opportunity for the peer role models to meet the Year 5 girls ahead of the intervention starting The information pack to contain greater detail on the “meet and greet role” emphasising key information for sharing with the Year 5 girls and approach to weekly introductions with community role models |
During the programme | ||
Session venue | Sessions took place on the primary school premises | Explore options for some sessions to take place on the secondary school premises. Including a meet and greet with the physical activity lead teacher at the Secondary school |
Dynamic between community and peer role models | No information provided | Information pack to provide clear guidance on the differentiation of roles and how these can complement one another in practice |
Concluding the sessions | Peer role models to share insights about physical activity at secondary school during question-and-answer opportunity | Explicit guidance to be added to the information pack on the types of information to share e.g. Physical Education lessons, after-school clubs, community clubs |
Post programme completion | ||
Programme recognition | Certificates for peer role models sent to secondary school | Use of a certificate ceremony to congratulate all girls on taking part in the programme, with recognition from both primary- and secondary schools |