Abstract
Process evaluations can help to optimise the implementation of school-based physical activity interventions. The purpose of this paper is to describe the process evaluation of a school-based high-intensity interval training (HIIT) program for older adolescent students, known as Burn 2 Learn (B2L). B2L was evaluated via a cluster randomised controlled trial in 20 secondary schools (10 intervention, 10 control) in New South Wales, Australia. Teachers (n = 22 (55% female)) from the 10 intervention schools, delivered the program over three phases (Phases 1 and 2, 6 months; Phase 3, 6 months) to older adolescent students (n = 337 (50% female); mean ± standard deviation (SD) age = 16.0 ± 0.4 years). Process evaluation data were collected across the 12-month study period. Teachers delivered 2.0 ± 0.8 and 1.7 ± 0.6 sessions/week in Phases 1 and 2 respectively (mean total 25.9 ± 5.2), but only 0.6 ± 0.7 sessions/week in Phase 3. Observational data showed that session quality was high, however heart rate (HR) data indicated that only half of the students reached the prescribed threshold of ≥85% predicted HRmax during sessions. Over 80% of teachers reported they intended to deliver the B2L program to future student cohorts. Almost 70% of students indicated they intended to participate in HIIT in the future. Teachers considered the program to be adaptable, and both students and teachers were satisfied with the intervention. B2L was implemented with moderate-to-high fidelity in Phases 1 and 2, but low in Phase 3. Our findings add to the relatively scant process evaluation literature focused on the delivery of school-based physical activity programs.
Highlights
Regular physical activity during adolescence is associated with a range of physical [1], psychological [2] and cognitive [3] benefits
Given that there were no restrictions on the teaching specialisation of school champions, the 22 intervention classes included in the study were made up of: Biology = 1, Community and Family Studies = 1, Mathematics = 2, Modern History = 1, Health and Physical Education = 13, Sports Coaching = 1, and Sport Leisure and Recreation = 3
The Burn 2 Learn (B2L) intervention was successfully implemented in a sample of secondary schools, with a host of positive program-related perceptions reported by teachers
Summary
Regular physical activity during adolescence is associated with a range of physical [1], psychological [2] and cognitive [3] benefits. Global estimates suggest only 20% of children and adolescents accumulate the recommended 60 min of moderate- to vigorous-intensity. Children 2020, 7, 299 physical activity (MVPA) every day [4,5]. Participation in physical activity, activity of vigorous intensity, is the primary means for improving cardiorespiratory fitness (CRF), which is an important marker of current and future health status [10,11]. Implementing physical activity programs in schools comes with challenges, including teacher confidence and expertise [13,14], competing time pressures [14,15] and school/executive support [14]. School-based interventions have mostly failed to increase adolescents’ objectively measured
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
