Abstract Background:<\b> Few studies have used peer-teachers, involving the education of young people by young people, to improve elementary school students’ physical activity (PA). A quasi-experimental study, conducted in two elementary schools in NSW Australia assessed the efficacy of the Great Leaders Active StudentS (GLASS) program, a school-based peer-led PA and object control skill intervention. This paper reports the methods of supporting schools’ implementation of GLASS. Methods:<\b> GLASS was designed to be delivered by peer leaders (Grade 6) to groups of students in Kindergarten-Grade 2, who attended two x 30-minute FMS sessions per week for 10 weeks. To support schools implementation of the GLASS program the following implementation support strategies were utilised; obtaining executive support, training for teachers and students, provision of tools and resources, feedback and on-going support. Student step count during school hours and object control skill competency were assessed. Results:<\b> Executive support was obtained and demonstrated at staff, parent and student meetings and through timetable changes. All peer leaders received leadership training, feedback and resources. School timetables revealed that 19/20 FMS sessions were delivered. The study found no significant increase in PA but a significant intervention effect on students' overall object control skills (mean difference 5.8 (95% CI 4.1, 7.4; p<0.001)). CONCLUSIONS:The implementation support strategies utilised were found to be both feasible and acceptable. As the intervention resulted in improvements in students' object control a fully powered trial using peer leaders to deliver PA programs appears warranted. External funding details This project was supported by HMRI and HNEPH
Abstract Background:<\b> Few studies have used peer-teachers, involving the education of young people by young people, to improve elementary school students’ physical activity (PA). A quasi-experimental study, conducted in two elementary schools in NSW Australia assessed the efficacy of the Great Leaders Active StudentS (GLASS) program, a school-based peer-led PA and object control skill intervention. This paper reports the methods of supporting schools’ implementation of GLASS. Methods:<\b> GLASS was designed to be delivered by peer leaders (Grade 6) to groups of students in Kindergarten-Grade 2, who attended two x 30-minute FMS sessions per week for 10 weeks. To support schools implementation of the GLASS program the following implementation support strategies were utilised; obtaining executive support, training for teachers and students, provision of tools and resources, feedback and on-going support. Student step count during school hours and object control skill competency were assessed. Results:<\b> Executive support was obtained and demonstrated at staff, parent and student meetings and through timetable changes. All peer leaders received leadership training, feedback and resources. School timetables revealed that 19/20 FMS sessions were delivered. The study found no significant increase in PA but a significant intervention effect on students' overall object control skills (mean difference 5.8 (95% CI 4.1, 7.4; p<0.001)). CONCLUSIONS:The implementation support strategies utilised were found to be both feasible and acceptable. As the intervention resulted in improvements in students' object control a fully powered trial using peer leaders to deliver PA programs appears warranted. External funding details This project was supported by HMRI and HNEPH
By clicking “Accept Terms & all Cookies” or by continuing to browse, you agree to the storing of third-party cookies on your device to enhance your user experience and agree to the user terms and conditions of this learning management system (LMS). USER TERMS AND CONDITIONS | PRIVACY POLICY
Cookie Settings
Accept Terms & all Cookies
Anonymous User Privacy Preferences
Strictly Necessary Cookies (Always Active)
MULTILEARNING platforms and tools hereinafter referred as “MLG SOFTWARE” are provided to you as pure educational platforms/services requiring cookies to operate. In the case of the MLG SOFTWARE, cookies are essential for the Platform to function properly for the provision of education. If these cookies are disabled, a large subset of the functionality provided by the Platform will either be unavailable or cease to work as expected. The MLG SOFTWARE do not capture non-essential activities such as menu items and listings you click on or pages viewed.
Performance Cookies
Performance cookies are used to analyse how visitors use a website in order to provide a better user experience.