Process evaluation results from a school- and community-linked intervention: the Trial of Activity for Adolescent Girls (TAAG)

Process evaluation results from a school- and community-linked intervention: the Trial of Activity for Adolescent Girls (TAAG)

Process evaluation is a component of intervention research that evaluates whether interventions are delivered and received as intended. Here, we describe the process evaluation results for the Trial of Activity for Adolescent Girls (TAAG) intervention. The intervention consisted of four synergistic...

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Bibliographic Details
Published in:Health education research Vol. 23; no. 6; pp. 976 - 986
Main Authors: Young, D. R., Steckler, A., Cohen, S., Pratt, C., Felton, G., Moe, S. G., Pickrel, J., Johnson, C. C., Grieser, M., Lytle, L. A., Lee, J. -S., Raburn, B.
Format: Journal Article
Language:English
Published: England Oxford University Press 01-12-2008
Oxford Publishing Limited (England)
Subjects:
Adolescent
Adolescent Behavior
Adolescent girls
Adolescents
Community-Institutional Relations
Control Groups
Educational Environment
Female
Females
Formative Evaluation
Girls
Health education
Health Promotion - methods
Health technology assessment
Humans
Intervention
Middle Schools
Motor Activity
Original
ORIGINAL ARTICLES
Physical Activities
Physical activity
Physical Education
Physical Education and Training - methods
Process evaluation
School Community Relationship
Schools
Teachers
Women's Health
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Summary:Process evaluation is a component of intervention research that evaluates whether interventions are delivered and received as intended. Here, we describe the process evaluation results for the Trial of Activity for Adolescent Girls (TAAG) intervention. The intervention consisted of four synergistic components designed to provide supportive school- and community-linked environments to prevent the decline in physical activity in adolescent girls. Process evaluation results indicate that the intervention components were delivered from intervention staff to teachers with high fidelity (84-97%) to the protocol and with lower fidelity (range: 18-93%) from teachers to students. Physical activity programs for girls, a unique feature of the TAAG intervention, increased from a mean of 10 programs per school to a mean of 16 and 15 in years 1 and 2, respectively, in intervention schools, with no change in control schools. These findings suggest that a multicomponent school- and community-based physical activity intervention can be delivered with fidelity and result in a middle school environment that supports physical activity for girls.
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ISSN:0268-1153
1465-3648
DOI:10.1093/her/cyn029