Using self-determination theory to promote adolescent girls' physical activity: Exploring the theoretical fidelity of the Bristol Girls Dance Project

Sebire, Simon J; Kesten, Joanna M; Edwards, Mark; May, Tom; Banfield, Kathryn; Tomkinson, Keeley; Blair, Peter S; Bird, Emma; Powell, Jane; Jago, Russell

doi:10.1016/j.psychsport.2016.01.009

Cited by 37 publications

(26 citation statements)

References 39 publications

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“…The findings reflect previously-identified teacher behaviours which support relatedness in Physical Education settings [27]. In line with previous research [28][29][30] this suggests that it is possible to train intervention deliverers to use an autonomy-supportive style. Interactive, discussion-led and active learning worked best and was most enjoyed.…”

Section: Discussionsupporting

confidence: 89%

A process evaluation of the PLAN-A intervention (Peer-Led physical Activity iNtervention for Adolescent girls)

et al. 2019

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Background: Few adolescent girls engage in enough physical activity (PA) to meet recommendations and there is a need for new interventions to increase girls PA. We have previously published the results of the PLAN-A cluster randomised feasibility trial which was a peer-led school-based PA intervention, showing that the intervention was feasible and held promise to increase the PA of girls aged 12-13 years. In PLAN-A, pupils nominated by their peers as influential attend training to teach them how to influence, promote and normalise physical activity amongst their peer-group. This paper reports the results of the process evaluation of the PLAN-A feasibility study, specifically focussing on acceptability to key stakeholders, intervention fidelity, receipt/experiences and perceived effect and suggested intervention refinements before proceeding to a definitive RCT. Methods: A mixed-methods process evaluation triangulated data from qualitative focus groups and interviews with peer-supporter and non peer-supporter pupils (N = 52), parents (N = 12), teachers (N = 6) and intervention training deliverers (N = 5), quantitative questionnaires, and observations of intervention delivery. Quantitative data were analysed descriptively, and qualitative data were analysed with the Framework Method. Results: The duration, timings, content and delivery of the peer-supporter training were acceptable. There was good fidelity to the intervention manual and its underpinning theory including high fulfilment of session objectives and use of an autonomy-supportive motivational style. Peer-supporters engaged with and enjoyed the training and retained key peer-supporter messages (what counts as PA, encouragement, empathy and subtlety). Parents and teachers were supportive of the intervention and reported perceived effects including increased PA and awareness of it, improved peer relationships, and confidence. Suggested intervention refinements included increasing participatory learning, reducing technical jargon, and providing more support to overcome challenges to giving peer support. Conclusions: PLAN-A can be delivered as planned, is well-received, and appears to be effective in empowering adolescent girls to support their peer group to become more active. The refinements identified can be made within the original intervention structure, before proceeding to a definitive trial.

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Section: Discussionsupporting

confidence: 89%

A process evaluation of the PLAN-A intervention (Peer-Led physical Activity iNtervention for Adolescent girls)

et al. 2019

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“…delivering in an autonomy-supportive manner when facing disruptive behaviour). 94,95 Although the train the trainers' workshops attempted to learn from these studies and provide advice on the use of structure and agreed ground rules, trainers requested greater practical guidance.…”

Section: Trainer Recruitment and Train The Trainersmentioning

confidence: 99%

“…As such, trainer innovations 96 were in accordance with, and facilitated, the SDT underpinning of the intervention. Previous studies have identified drift (when adaptations are not in line with the spirit or theoretical underpinning of the intervention) 94,95 in intervention delivery; however, this was not commonly seen in the delivery of PLAN-A. Consistent with previous research in which PA/educational intervention deliverers have been trained to deliver sessions based on SDT, 94,97,98 this study suggests that trainers welcome the approach, and that it is possible to train deliverers to adopt this method and for them to deliver it in practice.…”

Section: Trainer Recruitment and Train The Trainersmentioning

confidence: 99%

A peer-led physical activity intervention in schools for adolescent girls: a feasibility RCT

et al. 2019

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Background Girls are less active than boys and few adolescent girls meet physical activity (PA) guidelines. Peers are an important influence on the views and behaviours of adolescent girls, yet many PA interventions involving peers use formal approaches that may not harness the power of peer groups. More informal peer-led PA interventions, which work within proximal peer groups, may hold promise for increasing girls’ PA. Objectives To examine the feasibility, evidence of promise and cost of the Peer-Led physical Activity iNtervention for Adolescent girls (PLAN-A), a peer-led PA intervention. Design Phase 1 comprised formative work and a pilot study conducted in one secondary school. Phase 2 was a feasibility study comprising a pilot randomised controlled trial in six secondary schools, including process and economic evaluations. Setting Six secondary schools in South Gloucestershire and Wiltshire, recruited from schools above the median local Pupil Premium (i.e. more deprived). Participants Year 8 girls (aged 12–13 years). Intervention Year 8 girls nominated other girls in their year who are likely to be influential (e.g. who they look up to, are good listeners); the 18% most nominated were invited to be peer supporters (PSs). PSs attended 2 consecutive days of training (plus a top-up day 5 weeks later) outside the school site, led by pairs of PS trainers, to increase their knowledge about PA and their capabilities and confidence to promote PA in their friendship group. Main outcome measures Measures focused on establishing evidence for feasibility and promise: recruitment and retention of Year 8 girls and PSs, data provision rates [accelerometer and questionnaire collected pre randomisation/beginning of Year 8 (T0), end of Year 8 (T1) and beginning of Year 9 (T2)], intervention acceptability, PS training attendance, intervention cost, and the between-arm difference in weekday minutes of moderate to vigorous PA (MVPA). A process evaluation was conducted. Results Six schools were recruited: four PLAN-A (n = 269) and two control (n = 158). In total, 94.7% of Year 8 girls participated. A total of 55 (17–24% of Year 8 girls) PSs were trained (attendance rate 91–100%). Five girls were trained as PS trainers. Questionnaire data provision exceeded 92% at all time points. Accelerometer return rates were > 85% and wear-time criteria were met by 83%, 71% and 62% of participants at T0, T1 and T2, respectively. Mean weekday MVPA did not differ between intervention arms at T1 (1.1 minutes, 95% CI –4.3 to 6.5 minutes) but did at T2 (6.1 minutes, 95% CI 1.4 to 10.8 minutes), favouring PLAN-A. The mean cost of intervention delivery was £2685 per school or £37 per Year 8 girl. Process evaluation identified good fidelity, engagement and enjoyment of the PS training and peer-support strategies. PSs needed more guidance on how to start conversations. Limitations Accelerometer data provision was lowest at T2, suggesting a need for strategies to increase compliance. Conclusions Informal peer-led intervention approaches, such as PLAN-A, hold promise as a means of promoting PA to adolescent girls. Future work A definitive randomised controlled trial of PLAN-A is warranted. Trial registration Current Controlled Trials ISRCTN12543546. Funding This project was funded by the National Institute for Health Research (NIHR) Public Health Research programme and will be published in full in Public Health Research; Vol. 7, No. 16. See the NIHR Journals Library website for further project information. The work was undertaken with the support of the Centre for the Development and Evaluation of Complex Interventions for Public Health Improvement (DECIPHer), a UK Clinical Research Collaboration (UKCRC) Public Health Research Centre of Excellence. Joint funding (MR/KO232331/1) from the British Heart Foundation, Cancer Research UK, Economic and Social Research Council, Medical Research Council, the Welsh Government and the Wellcome Trust, under the auspices of the UKCRC, is gratefully acknowledged. This study was designed and delivered in collaboration with the Bristol Randomised Trials Collaboration (BRTC), a UK CRC-registered clinical trials unit in receipt of NIHR clinical trials unit support funding. The intervention costs were jointly funded by South Gloucestershire Council and Wiltshire Council.

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“…When these psychological needs are met, individuals are motivated to take action that is fully consistent with their own values and leads to individuals experiencing enhanced well-being and greater life satisfaction (Meyer et al, 2007;Molix & Nichols, 2013). Many researchers have been applying SDT to understand various dance contexts, as well as dancers' motivations and engagement in dance (see Balaguer et al, 2001;Jago et al, 2013;Quested & Duda, 2010, 2011a, 2011bSebire, Jago, et al, 2013;Sebire, Kesten, et al, 2016;Shannon, 2016). To date, SDT dance research has demonstrated that dancers who experience autonomy, competence, and relatedness in their dance contexts are more likely to continue to dance and derive positive psychological, emotional, physical, and social benefits from dance engagement.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Governed and Liberated Bodies: Experiences of Young Female Competitive Dancers

Zinga¹,

Molnar²,

Connolly³

et al. 2019

J Child. Stud.

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Dancers’ bodies are governed by rules, training, and expectations, yet dancers often report dance to be liberating and a source of emotional expression. In this study, a document analysis of the rules associated with 15 Canadian competitions was combined with focus groups conducted with 15 female dancers. These dancers had transitioned from competitive dance studio contexts as girls to training and competing at a postsecondary level. Applying a multidisciplinary theoretical approach that drew from self-determination theory, Foucault, and Bourdieu, we discovered that collectively these theories provide insights into the complex and contradictory world of competitive dance.

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Using self-determination theory to promote adolescent girls' physical activity: Exploring the theoretical fidelity of the Bristol Girls Dance Project

Cited by 37 publications

References 39 publications

A process evaluation of the PLAN-A intervention (Peer-Led physical Activity iNtervention for Adolescent girls)

A process evaluation of the PLAN-A intervention (Peer-Led physical Activity iNtervention for Adolescent girls)

A peer-led physical activity intervention in schools for adolescent girls: a feasibility RCT

Governed and Liberated Bodies: Experiences of Young Female Competitive Dancers

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