Personal Development of Adolescent Peer Leaders of a Whole-of-School Physical Activity Programme: Expectations Versus Outcomes.

BACKGROUND

The Active School Flag (ASF) programme for second-level schools in Ireland is a whole-of-school physical activity initiative involving adolescents as peer leaders. This study explores how the peer leadership of this programme influenced adolescents' skills, competencies, perceived health, and school experience. Based on situated expectancy-value theory (SEVT), we examined how outcomes met peer leaders' expectations as this can influence motivation for their peer leader role.

METHODS

Data from peer leaders' focus groups and teacher interviews conducted at beginning and end of academic year were analyzed using reflexive thematic analysis. Informed by SEVT, results were synthesized to identify how expectations compared to experience.

RESULTS

The ASF class fulfilled peer leader expectations, providing a comfortable learning environment. Navigation of implementation challenges resulted in unexpected personal growth opportunities including developing problem-solving skills. While at the outset peer leaders expected ASF would become more recognizable among the school community, this was unfulfilled.

IMPLICATIONS FOR SCHOOL HEALTH POLICY, PRACTICE, AND EQUITY: School-based programmes need to resource and support peer leaders when undertaking challenging tasks. School management should formally recognize peer leaders.

CONCLUSIONS

SEVT extends understanding of ways to encourage and sustain peer leaders' programme involvement. This study highlights added-value and complexities of student-led initiatives.