Promoting physical activity and wellbeing of rural- and regional-living girls

A school- community-linked program was designed, implemented and evaluated in a cluster-randomised-controlled trial. The intervention program included a school and community component, which were underpinned with student-centered teaching and coaching approaches and behavioral skill-development theory. The school component involved two six-session units – sport unit (football or tennis) and recreational unit (YMCA) – which were incorporated into the physical education curriculum for Year 7 - 9 girls. The classes were delivered in a collaborative manner by PE teachers, community fitness instructors and sports coaches. The school component was conceptually and practically linked to PA opportunities for continued participation outside school in sports clubs and recreation facilities via a subsequent 8-week program that was promoted during the school component. The theoretical framework for the intervention was the socioecological model that was underpinned by both individual-level (social cognitive theory) and organizational-level (building organizational/community capacity) strategies. Capacity-building strategies were applied to create supportive school and community environments that facilitate the engagement of girls in physical activities (i.e., the organizations and communities). PE teachers, coaches and instructors were provided with professional development opportunities and program resources (e.g. lesson plans). This was a real-world intervention and the frequency and duration varied slightly between settings; particularly as all schools organise PE timetabling differently. The program was designed on the basis that the school program equated to approx. 1 x 100min session per week for 6 weeks per unit, however sometimes this was delivered as 2 x 50min sessions per week for 6 weeks per unit. Each student received two units during the 2011 school year and the school program was followed by a subsequent 8-week community program which was generally 45 – 60 minutes once a week for 8 weeks per unit. Strategies to monitor adherence relied on the teachers and coaches keeping attendance logs.