Co-design of a school-based physical activity intervention for adolescent females in a disadvantaged community: insights from the Girls Active Project (GAP)
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BACKGROUND: Globally, adolescents' physical activity (PA) participation rates are low, particularly among lower socioeconomic groups, with females consistently the least active. The aim of this study was to co-design, with adolescent females, a school-based PA intervention in a single-sex, females-only designated disadvantaged post-primary school in Ireland. This involved using the Behaviour Change Wheel (BCW) and Public and Patient Involvement (PPI). This paper outlines the novel methodological approach taken. METHODS: The three stages 1) understand the behaviour, 2) identify intervention options, and 3) identify content and implementation options of the BCW guide is described. A student PPI Youth Advisory Group (YAG) (n = 8, aged 15-17) was established. Mixed-methods were used with students (n = 287, aged 12-18) and teachers (n = 7) to capture current self-reported PA levels and to identify factors influencing adolescent females' PA behaviour in their school setting. The intervention options, content and implementation options were identified through discussion groups with the YAG. The Template for Intervention Description and Replication (TIDieR) checklist was used to specify details of the intervention. RESULTS: Just 1.4% of the students in this sample reported meeting the recommended PA guidelines. Students identified having more 'time' as the strongest predictor to becoming more active in school (Mean = 4.01, 95% CI 3.91 to 4.12). Social influences, environmental context and resources, behavioural regulation, beliefs about capabilities, goals, and reinforcement emerged from the qualitative data as factors influencing PA behaviour at school. The BCW co-design process resulted in the identification of seven intervention functions, four policy categories and 21 Behaviour Change Techniques. The Girls Active Project (GAP) intervention, a peer-led, after-school PA programme was proposed. CONCLUSIONS: This paper describes how the BCW, a comprehensive, evidence-based, theory-driven framework was used in combination with PPI to co-design a school-based intervention aimed to increase adolescent females' PA levels. This approach could be replicated in other settings to develop targeted behavioural interventions in populations with specific demographic characteristics.
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Engaging key stakeholders, including adolescents, parents, teachers, and policy experts, in intervention design ensures tailoring to adolescents' needs, feasibility, and successful implementation.
“Empirical evidence suggests that engaging key stakeholders, including adolescents, parents, teachers, and policy experts, in intervention design ensures tailoring to adolescents’ needs, feasibility, and successful implementation [57–59].”
From School-based healthy eating interventions for adolescents aged 10–19 years: an umbrella review (2024) · cites this paper as [57]
The Methods (Study design; page not provided) describe involving adolescent girls and teachers, and the Discussion (Intervention development; page not provided) says the co-design process matched intervention options to students’ preferences and needs. The paper does not show parents or policy experts participating in the design, nor does it establish that stakeholder engagement ensures feasibility or successful implementation; it reports registration of a feasibility trial, not its outcome. (LLM, conf=0.88)
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Self-citationMcQuinn, S., Belton, S., Staines, A., & Sweeney, M. R. (2022) · Figshare · doi:10.6084/m9.figshare.20745402
Self-citationUrban Planning as Means for Promoting Health and Healthy Behaviours
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Evaluating TikTok videos on mental health co-created with adolescents
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Dance for Improving Low-SES Children and Adolescents’ Well-being: A Narrative Review
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- Authors
- McQuinn, S., Belton, S., Staines, A., & Sweeney, M. R.
- Affiliations
- Dublin City University (IE)
- Corresponding author
- McQuinn, Sara
- Venue
- BMC Public Health
- Published
- 2022-03-29
- Volume
- 22
- Issue
- 1
- Pages
- 615-615
- ISSN
- 1471-2458 (ISSN-L)
- PMC
- PMC8966245
- OpenAlex
- W4220835664
- Cited by
- 43
- References
- 64
- Citations by year
- 2026: 11 · 2025: 6 · 2024: 12 · 2023: 9 · 2022: 5
- FWCI
- 4.95
- Type
- journal article
- Language
- en
- Open access
- gold
- doi.org
- Locations
- BMC Public Health (publishedVersion, cc-by)
- PubMed Central (publishedVersion, cc-by)
- PubMed (publishedVersion)
- Dublin City University Open Access Institutional Repository (Dublin City University) (submittedVersion, other-oa)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
- Funders
- Health Research Board (SPHeRE/2013/1)
- Dublin City University
- Topics
- Health Sciences › Medicine › Physiology › Physical Activity and Health
- Health Sciences › Health Professions › Speech and Hearing › School Health and Nursing Education
- Health Sciences › Health Professions › Physical Therapy, Sports Therapy and Rehabilitation › Physical Education and Pedagogy
- Keywords
- adolescent physical activity, adolescent girls, school-based intervention, co-design, Behaviour Change Wheel, patient and public involvement, disadvantaged communities, behaviour change techniques, time constraints, TIDieR checklist
- MeSH terms
- Adolescent, Child, Female, Health Promotion, Humans, Motor Activity, Problem Solving, Schools, Exercise
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