Process Evaluation of a Fundamental Movement Skill Intervention in School Children Using RE:AIM
Smith, M; Barton, V; Egli, V; Hinckson, E; Parmar, P
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The aim of this study was to investigate the utility of the RE:AIM (Reach; Efficacy; Adoption; Implementation; Maintenance) framework to evaluate a school-based fundamental movement skills programme with children in Auckland, New Zealand. Seven schools registered to receive a fundamental movement skills programme were invited to participate. Principals, teachers, and children in years 1-3 (ages 5-8) of participating schools were then invited to participate in evaluation activities, comprising: objective evaluation of children’s fundamental movement skills; children’s qualitative feedback; and teacher and principal questionnaires and interviews. Survey data were analysed descriptively and children’s feedback and interview data were analysed using inductive and deductive analyses. Four schools agreed to participate, including 26 teachers. Of these, 16 teachers completed surveys, and six participated in one-on-one interviews at follow up. All children in years 1-3 (n=531) received the intervention of whom 138 agreed to participate in the evaluation. Overall, the intervention was successful; statistically significant increases in fundamental movement skills were observed, and evidence for adoption, ease of implementation, substantial reach, and maintenance of the intervention or skills developed through the intervention was observed. Success factors identified were specialist expertise, teacher professional development, and using a teaching games for understanding approach. Application of the RE:AIM framework to evaluate a school-based fundamental movement skills intervention was feasible and led to generation of in-depth insights for future research and intervention development and delivery.