Objective: To synthesize evidence from qualitative studies relating to adolescent girls' perceptions of physical activity participation. The protocol for this review is registered with PROSPERO (ID no. CRD42017054944).

While there may be some broad agreement about the purposes of primary physical education, there is dramatic variance in how these purposes are prioritised and enacted. Primary physical education consequently focusses on multiple, often competing, priorities. To gain a better understanding of this issue we review how different stakeholders view the purposes of primary physical education. We analysed 95 qualitative studies published between 2000 and 2017 that focussed on the views of different stakeholders. Across all stakeholders, the main purposes of primary physical education were identified as being physically active and learning physical, social, and emotional skills. Teachers and pupils were the most represented stakeholders, while the limited representation of school principals and policy makers was noted. The review indicates a need to examine the perspectives of those underrepresented stakeholders, serving as an entry point for bridge-building to shape the future direction of primary physical education.

Background Developing physical literacy at population levels provides a transformative appeal for those working in sport, health, education, recreation and physical activity settings. Interdisciplinary approaches to development of policy in this area is recommended. The purpose of this study was to gather empirical data from key stakeholders working with young people in areas related to physical literacy across the Republic of Ireland and Northern Ireland, to capture their current understanding and awareness of the physical literacy to help inform the development of the first all-island consensus statement for physical literacy. Methods A total of 1,241 participants (52% male), from a range of stakeholder groups (health, physical activity, sport, recreation and education) completed a researcher developed physical literacy questionnaire. A one-way MANOVA was carried out to investigate differences across stakeholder grouping in terms of perceived importance of three domains of physical literacy. Overlap of independent confidence intervals was analysed to determine importance of the physical literacy domains within stakeholder grouping. Results A majority (63%) of respondents indicated they were aware of an existing definition of physical literacy, but this varied by stakeholder group (e.g. 86% for higher education, versus 47% of coaches). Participants working in higher education (69%), or working as physical education specialists (67%), were more likely to rate themselves as experts or near experts in physical literacy, while coaches, education generalists, and decision makers were more likely rate themselves as having no expertise (9%, 12% and 12% respectively). Non-specialist teachers and physical education teachers rated the importance of all domains of physical literacy significantly higher than decision makers, and significantly higher than coaches in the cognitive and affective domains. All stakeholders significantly rated the importance of the physical/psychomotor domain of physical literacy higher than the affective or cognitive domains of physical literacy. Conclusions Differences observed across stakeholder groups underline the importance of developing a shared vision for physical literacy, and the need to clarify and gain consensus on a definition of the term and its domains. Engaging and understanding the voice of stakeholders is critical in ensuring the relevance, ownership of and commitment to physical literacy statement operationalisation.

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Background: Globally, the poor activity level of adolescent girls is a public health concern. Little research has involved adolescents in the design of interventions. This study assessed the feasibility of involving girls in the co-creation of an activity programme. Methods: Thirty-one students (15–17 years old) were recruited from a post-primary school. The Behaviour Change Wheel guided intervention design, providing insights into participants’ capability, opportunity and motivation for change. Step counts and self-reported physical activity levels were recorded pre- and post-intervention. Feasibility benchmarks assessed recruitment, data collection, acceptability and adherence. Results: Activity and educational sessions were delivered for six weeks during physical education class. Average attendance was 87% (benchmark = 80%). Eligibility was 61% (benchmark = 60%). There was a 100% retention rate (benchmark = 90%). All participants ( n = 31) completed baseline measures and 71% ( n = 22) completed post-measures. 54% ( n = 17) of students completed pedometer measurements, with 32% ( n = 10) having complete data. Average daily steps were 13,121 pre-intervention and 14,128 post-intervention ( p > 0.05). Data collection was feasible, receiving a mean score > 4/5 (benchmark > 3.5/5). Conclusions: The Behaviour Change Wheel can be used to co-create an activity programme with adolescent girls. Predetermined benchmarks, except for pedometer recordings, were reached or exceeded, providing evidence for the need of a randomised controlled trial to test effectiveness.

The period after school represents an opportunity to engage children in physical activity (PA) programmes in schools. The purpose of this study was to evaluate the effect of an afterschool programme, delivered in schools, on children’s participation in and attitudes to PA. Ten schools took part in this non-randomized controlled trial (five experimental and five control schools). Experimental schools participated in an after-school programme delivered by teachers and parents for 50 min per week. Outcome measures included device-measured PA, self-report youth PA behaviour and parental perceptions of the school environment. Measurements took place at baseline, and mean follow-up was at 10 weeks. Data were collected from 196 participants, with a mean age of 8.1 ± 0.8 years. Mean daily minutes of moderate-to-vigorous physical activity (MVPA) for the entire sample at baseline was 69.9 ± 23.3. While both groups presented a decline in MVPA levels, there was a significant difference in the change from baseline to follow-up (P = 0.043) of min/day MVPA between the control group (−13.2 ± 23.9) and the experimental group (−0.9 ± 25.2). This programme may help maintain MVPA levels, with children exposed to the intervention experiencing a significantly lower decline in MVPA than their control counterparts.

Background Health promotion efforts have largely failed to effectively support adolescent girls to meet public health guidelines for physical activity (PA). Engaging mothers in the promotion of PA for their daughters is an important strategy to facilitate behaviour change. This paper provides an overview of the development of the SOLE MATES programme - a novel mother-daughter intervention. Methods This programme of research follows the MRC guidance for development and evaluating complex interventions (Craig, 2008). Two reviews were conducted to synthesise the evidence base on (1) mother-daughter PA interventions and (2) adolescent girls' perceptions of PA participation. The behaviour change wheel (BCW) framework was then used to design the components of an intervention to improve adolescent girls' PA (Michie et al, 2011). Finally, a single-arm feasibility trial was conducted to examine recruitment, data collection, acceptability, resources and participant responses. Results Our evidence reviews showed that only a limited number of interventions designed exclusively to target mothers and daughters have been conducted. In addition, programmes for adolescent girls should focus on alternative activities aside from the competitive team-based sports often offered. The BCW design process resulted in a group-based face-to-face intervention, involving six intervention functions (education, persuasion, incentivisation, training, modelling, enablement) and 18 behaviour change techniques. The 6-week programme includes weekly educational and practical group sessions plus home tasks and the provision of participant resources. In addition to encouraging participants to walk regularly, the programme also aims to empower mothers to be role models for their daughters positive health behaviour. Participants in the feasibility study were mothers (n = 27) with daughters (n = 31) aged 12-16 years. Eligibility rates were 93.4%, and baseline activity levels were low. Programme content, measures and facilitators were acceptable. Daily steps increased in mothers (+2,875, p = 0.009) and daughters (+1,393, p = 0.007). Conclusions We demonstrate the value of formative research in the intervention development process. We show that it is feasible to increase the PA levels of teenage girls through an inter-generational multi-component PA programme. The SOLE MATES programme should now be examined for effectiveness using a RCT. If successful the scale-up and sustainability of the programme should be explored.

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