Staff and student acceptability and feasibility of an evidence-based integrated physical activity and mental wellbeing program in Australian secondary schools: A pilot study.

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.