Development and evaluation of the 'Learning to Lead' program for children's leadership skills

The primary aim of this trial is to develop, implement, and evaluate a school-based peer leadership program, known as Learning to Lead (L2L). The program will be evaluated using a cluster randomised controlled trial, which will be conducted in two cohorts. Cohort 1 (10 schools; 5 intervention and 5 control) will be assessed for baseline measures during 2022, whereas Cohort 2 (10 schools; 5 intervention and 5 control) will be assessed for baseline measures during 2023. The L2L program will be delivered by leaders (Stage 3 students) to peers (Stage 2 students) over one school term (10 weeks), and is informed by the tenets of transformational leadership theory. The research team will provide a five-hour professional development workshop for teachers of Stage 3 student leaders to facilitate program delivery. The workshop to be delivered to Stage 3 teachers will involve a combination of didactic delivery, interactive discussion, short videos, and practical demonstrations/activities (e.g., completing a L2L physical activity session). The professional development workshop will occur approximately two weeks following baseline data collection. Approximately two weeks following the professional development workshop, Stage 3 teachers will deliver 6 x 40 minute lessons to leaders. The six lessons will include a mixture of practical activities and information to support leaders to deliver the program. It will address the four dimensions of transformational leadership. These include: (i) Idealised influence, (ii) Inspirational motivation, (iii) Individualised consideration, and (iv) Intellectual stimulation. To present this framework in age-appropriate terms, we refer to the four leadership dimensions as: i) Role modelling, ii) Motivating others, iii) Considering others, and iv) Helping others to think. Following this, peers (i.e., students in Stage 2) will be placed into groups of 4-6 students by their classroom teachers. Two-to-three leaders will be allocated to each group, and will deliver 12 x 30-min fundamental movement skill (FMS) over the course of 10 weeks (1 school Term). This program encourages Stage 2 students to perform physical activities designed to enhance fitness, and apply and refine movement skills and concepts in a range of physical activity contexts. The FMS sessions will focus on the skills of catching, kicking, throwing, dribbling, and striking. The FMS sessions will commence at the beginning of the school term, approximately two weeks after teachers have delivered all 6 x 40 minute lessons to leaders. Stage 3 teachers will be provided with training and support to facilitate leaders’ delivery of the FMS sessions. At the end of each session, Stage 3 teachers will be encouraged to meet briefly with leaders to discuss any challenges, concerns and offer potential solutions. This will also provide an opportunity for teachers to provide general and specific feedback to leaders. Project and school records, as well as post-intervention questionnaires completed by intervention principals, school champions (Stage 3 teachers), teachers, and leaders will be used to monitor adherence. The following strategies will be used during intervention delivery: (i) schedule from the teachers to show that the 12 sessions were delivered (or how they were made up if they had to adapt); and (ii) Leaders' attendance at the training delivered by the school champion/Stage 3 teacher.