Australian and New Zealand journal of public health · 2026
Staff and student acceptability and feasibility of an evidence-based integrated physical activity and mental wellbeing program in Australian secondary schools: A pilot study.
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Hodder Rebecca K, Wrigley Jessica, Ainsworth Emma, McDiarmid Katrina, O'Brien Kate M, Nathan Nicole, Bartlem Kate, Groombridge Daniel, Healthy Children’s Initiative Secondary School Advisory Group, Clinton-McHarg Tara
Аннотация
OBJECTIVE: To determine the acceptability, feasibility, perceived effectiveness and factors influencing the implementation of an evidence-based integrated physical activity and mental wellbeing program in Australian secondary schools.
METHODS: A pilot study of a teacher-delivered 5-week physical activity and mental wellbeing program for Year 7 students was conducted in two New South Wales (NSW) schools. Surveys and focus groups collected teacher- and/or student-data regarding fidelity of implementation, acceptability, feasibility, usefulness, confidence to deliver, enjoyment, perceived effectiveness and factors influencing implementation.
RESULTS: Seven teachers and 87 students participated. Both schools implemented all program components. Teachers reported that the program components were acceptable (40%-100%), feasible (71%), that the resources were useful (86%-100%) and confidence in delivering all components (71%-100%). Students reported that the program information was acceptable (74%-78%) and enjoyable (48%-62%). Teachers and students perceived positive student health and wellbeing impacts (40%-83%). Key teacher-reported factors influencing implementation were sufficient financial resources (86%) and recognition for program implementation (71%). Students suggested increasing active lessons relative to theoretical lessons, peer and teacher participation and lesson activity autonomy to improve participation.
CONCLUSIONS: The integrated physical activity and mental wellbeing program was acceptable and feasible, and important factors to improve implementation and student participation were identified.
IMPLICATIONS FOR PUBLIC HEALTH: Findings support a controlled study to assess effects on student health and wellbeing outcomes.
METHODS: A pilot study of a teacher-delivered 5-week physical activity and mental wellbeing program for Year 7 students was conducted in two New South Wales (NSW) schools. Surveys and focus groups collected teacher- and/or student-data regarding fidelity of implementation, acceptability, feasibility, usefulness, confidence to deliver, enjoyment, perceived effectiveness and factors influencing implementation.
RESULTS: Seven teachers and 87 students participated. Both schools implemented all program components. Teachers reported that the program components were acceptable (40%-100%), feasible (71%), that the resources were useful (86%-100%) and confidence in delivering all components (71%-100%). Students reported that the program information was acceptable (74%-78%) and enjoyable (48%-62%). Teachers and students perceived positive student health and wellbeing impacts (40%-83%). Key teacher-reported factors influencing implementation were sufficient financial resources (86%) and recognition for program implementation (71%). Students suggested increasing active lessons relative to theoretical lessons, peer and teacher participation and lesson activity autonomy to improve participation.
CONCLUSIONS: The integrated physical activity and mental wellbeing program was acceptable and feasible, and important factors to improve implementation and student participation were identified.
IMPLICATIONS FOR PUBLIC HEALTH: Findings support a controlled study to assess effects on student health and wellbeing outcomes.