Loading...
Investigating the influence of the active school flag on adolescent peer leaders: a mixed methods study
Date
2025
Abstract
Background: Whole-of-school approaches, such as the Active School Flag (ASF) second level programme in Ireland, are recommended to promote physical activity (PA) levels among adolescents. To support programme implementation an ASF implementation team includes some Transition Year (TY) students. These TYs are peer leaders who plan, promote, and implement ASF activities and events. There is a need to establish the influence of implementing a whole-of-school PA programme on peer leaders’ skills, perceived health outcomes and behaviours, and school experience. Additionally, it is necessary to identify strategies to support motivation of peer leaders and identify how ASF aligns with Irish second level curriculum.
Manuscript one. This study explored how peer leadership influenced TY students’ skill development, perceived health outcomes and behaviours, and school experience. Furthermore, it assessed how these outcomes addressed their expectations. Methods: Focus groups (N = 17) with peer leaders and interviews (N = 6) with ASF coordinators were conducted among nine schools. Data were analysed using a reflexive thematic approach and subsequently synthesised to identify how expectations compared to actual experience. Results: The ASF timetabled class fulfilled peer leaders’ expectations providing a comfortable learning and social environment. Peer leaders experienced unexpected outcomes as they developed skills e.g. problem solving which they had not anticipated at start of academic year. While at the outset peer leaders expected ASF would become more recognised among the school community by the end of the year, this was unfulfilled. Conclusion: This study extended our understanding of ways to support peer leaders’ motivation and provides insight into their skills, perceived health, and school experience outcomes.
Manuscript two. This study explored the feasibility of assessing the effect of ASF and its resources on peer leaders’ school experience. Methods: This quasi-experimental, repeated measures feasibility study included ASF peer leaders (n = 34) and a comparison TY group (n= 29) (65% male, mean age 16.1 years (SD = 0.3)). All completed a self-report survey of school related outcomes at start and end of academic year. Feasibility outcomes included school and participant recruitment, participant retention, and data completeness. Potential intervention effect was assessed using Pearson’s product moment correlation, paired sample t-test, and mediation analysis. Results: Although the feasibility outcome for student recruitment (78%) achieved predefined success criteria, school recruitment (58%), student retention (54%), and data completeness (45%) did not. A moderate, positive relationship between sense of belonging and social connectedness existed (r = .34, p = .01). The comparison group had a statistically significant difference in group environment outcomes between start and end of year (p = .015). Direct or indirect effects between the intervention or comparison group and their school experience were not statistically significant. Conclusion: Tracking TY students over time is
complex. Before proceeding to a definitive trial, the data collection protocol should be modified to include a school-led approach for survey administration and focusing retention strategies directly towards students.
Conclusion: Strategies are recommended to support peer leaders’ programme engagement, such as informing peer leaders of the unexpected transferable skills they could develop through ASF. The ASF programme contributes to the Irish second level curriculum pertinent to TY students. Findings highlight the added-value and challenges of student-led PA interventions for adolescent implementers.
Supervisor
Description
Publisher
University of Limerick
Citation
Files
ULRR Identifiers
Funding code
Funding Information
Sustainable Development Goals
External Link
License
Attribution-NonCommercial-ShareAlike 4.0 International