Application of the RE-AIM framework to evaluate the dissemination of the NEAT and ATLAS interventions
| Dimension | Level of analysis/measures | Measure detail | Data sources | Time point |
|---|---|---|---|---|
| Reach | Individual Number, proportion and representativeness of students who participate. | Number of the students that participate in the NEAT/ATLAS programmes compared to total number of students at participating schools. | Individual school enrolment data My school website http://www.myschool.edu.au/ | On-going |
| Age, sex, indigenous status, SES, ethnicity/cultural background, locality, language spoken at home of students who participate in the NEAT/ATLAS programmes compared to others in the school. | Self-reported demographic information. | Baseline | ||
| Student participation rates. | Number of NEAT/ATLAS sessions completed by students. | Register completed by teachers. | On-going | |
| Student engagement with smartphone apps. | Number of workouts logged, number of goals recorded, completion of RT movement skill analysis, frequency and duration of app usage. | App usage data from administration site. | On-going | |
| Effectiveness | ||||
| Individual Impact of intervention on student outcomes. | Self-reported PA, perceived fitness, resistance training self-efficacy, subjective well-being, recreational screen-time, autonomous motivation for PA, autonomous motivation for RT, junk food snack consumption, SSB consumption. | Self-reported PA,72 self-reported participation in resistance training,73 IFIS,83 resistance training self-efficacy scale,65 Diener's psychological flourishing scale,81 ASAQ,74 BREQ-2,82 modified BREQ-2,82 ACAES,79 SPANS.78 | Baseline, 10 weeks | |
| Student evaluation of intervention | Student satisfaction with programme | Process evaluation questionnaire | 10 weeks | |
| Adoption | Organisational Programme delivery. | Total number of NEAT/ATLAS programmes delivered at each school. | Register completed by schools, details recorded by researchers. | Ongoing |
| Impact of intervention on teacher outcomes. | Perceived fitness, confidence to teach health-related fitness activities, barriers to teaching health-related fitness activities. | IFIS,83 confidence to teach health-related fitness activities,84 barriers to teaching health-related fitness activities.85 | Baseline, 10 weeks | |
| Teacher evaluation of intervention. | Teacher satisfaction with programme. | Process evaluation questionnaire. | 10 weeks | |
| Adoption | Organisational Number, proportion and representativeness of schools that participate in the professional learning workshops. | Number of schools represented by teachers at the professional learning workshops. Proportion of Indigenous students, school type (e.g., SSPs, Co-Ed vs single-sex), school size, proportion of ESL students, SEIFA value, geographic location, school facilities compared to other schools in NSW. | SEIFA, MySchools website, NSW DEC database, interview data. | Baseline |
| Number, proportion and representativeness of teachers that participate. | Number of teachers recruited and attending professional learning workshop. Teacher subject specialty, teacher age and sex, years of teaching experience, perceived fitness, confidence to teach health-related fitness activities, and perceived barriers to teaching health-related fitness activities. | Attendance at professional learning workshop. Self-reported demographic information, IFIS,83 confidence to teach health-related fitness activities,84 and barriers to teaching health-related fitness activities.85 | Baseline | |
| Implementation | Organisational NEAT/ATLAS overall programme fidelity. | Delivery of student interactive seminar by teachers, number of prescribed NEAT/ATLAS sessions delivered, number of postsession teacher self-evaluations completed. | Attendance register; details recorded by researchers, process evaluation questionnaire. | On-going |
| NEAT/ATLAS practical session fidelity. | Peer observation of NEAT/ATLAS session (teacher-led). | Fidelity assessment and feedback on delivery (teacher-led) using SAAFE teaching principles checklist.60 | Weeks 3–6 | |
| Maintenance | Organisational Integration of NEAT/ATLAS into usual practice. | Proportion of schools continuing to deliver NEAT/ATLAS programmes after initial implementation (after initial 10-week programme). | Correspondence with recruited schools; details recorded by researchers. | 20 weeks |
| Maintenance of intervention effects for teachers. | Perceived fitness, confidence to teach health-related fitness activities, barriers to teaching health-related fitness activities. | IFIS,83 confidence to teach health-related fitness activities,84 barriers to teaching health-related fitness activities.85 | 20 weeks | |
| Individual Maintenance of intervention effects for students. | Self-reported PA, perceived fitness, RT self-efficacy, subjective well-being, recreational screen-time, autonomous motivation for PA, autonomous motivation for resistance training, junk food snack consumption, SSB consumption. | Self-reported PA,72 self-reported participation in resistance training,73 IFIS,83 resistance training self-efficacy scale,65 Diener's psychological flourishing scale,81 ASAQ,74 BREQ-2,82 modified BREQ-2,82 ACAES,79 SPANS.78 | 20 weeks |
ACAES, Australian Child and Adolescent Eating Survey; ASAQ, Adolescent Sedentary Activity Questionnaire; ATLAS, Active Teen Leaders Avoiding Screen-time; BREQ-2, Behavioural Regulations in Exercise Questionnaire—version 2; DEC, Department of Education and Communities; ESL, English as a second language; IFIS, International Fitness Scale; NEAT, Nutrition and Enjoyable Activity for Teens; NSW, New South Wales; PA, physical activity; RE-AIM, Reach, Effectiveness, Adoption, Implementation and Maintenance; SAAFE, Supportive, Active, Autonomous, Fair, Enjoyable; SEIFA, Socio-Economic Indexes For Areas; SES, socioeconomic status; SPANS, School Physical Activity And Nutrition Survey; SSB, sugar-sweetened beverage; SSP, schools for specific purposes.