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
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