Mixed method evaluation of the Virtual Traveller physically active lesson intervention: An analysis using the RE-AIM framework. (October 2018)

• Record Type: Journal Article
• Authors: Norris, E.; Dunsmuir, S.; Duke-Williams, O.; Stamatakis, E.; Shelton, N.
• Is Part Of: Evaluation and program planning. Volume 70(2018)
• Page Start: 107
• Page End: 114
• Publication Date: 2018-10
• Subjects: Physically active lessons -- Physical activity -- Intervention -- Process evaluation -- RE-AIM -- Children -- Interviews -- Focus groups; Health planning -- Periodicals; Medical care -- Evaluation -- Periodicals; 362.1068
• DOI: 10.1016/j.evalprogplan.2018.01.007
• Languages: English
• ISSNs: 0149-7189

Abstract

Highlights: Explored teacher and pupil perceptions of a physically active lesson intervention. Mixed methods were used to provide a rigorous evaluation of the intervention. Virtual Traveller had high participation, high implementation and low attrition rates. This study is a thorough process evaluation of a physically active lesson intervention. Abstract: Background: Physically active lessons integrating movement into academic content are a way to increase children's physical activity levels. Virtual Traveller was a physically active lesson intervention set in Year 4 (aged 8–9) primary school classes in Greater London, UK. Implemented by classroom teachers, it was a six-week intervention providing 10-min physically active Virtual Field Trips three times a week. The aim of this paper is to report the process evaluation of the Virtual Traveller randomized controlled trial according to RE-AIM framework criteria (Reach, Effectiveness, Adoption, Implementation and Maintenance). Methods: A mixed methods approach to evaluation was conducted with five intervention group classes. Six sources of data were collected via informed consent logs, teacher session logs, teacher and pupil questionnaires, teacher interviews and pupil focus groups. Results: High participation and low attrition rates were identified (Reach) alongside positive evaluations of Virtual Traveller sessions from pupil and teachers (Effectiveness). Participants were from more deprived and ethnic backgrounds than local and national averages, with Virtual Traveller having the potential to be a free intervention (Adoption). 70% of sessions were delivered overall (Implementation) but no maintenance of the programme was evident at three month follow-up (Maintenance). Conclusions: Mixed method evaluation of Virtual Traveller showed potential for it to be implemented as a low-cost physically active lesson intervention in UK primary schools.