title: Linking secondary school physical education with community sport and recreation for girls: a process evaluation.
abstract: BACKGROUND
  The purpose of this study was to undertake a process evaluation to examine the reach, adoption and implementation of a school-community linked physical activity (PA) program for girls aged 12 - 15 years (School Years 7 - 9) using the RE-AIM framework.
  
  
  METHODS
  Various approaches were used to assess 'reach', 'adoption' and implementation: (a) a school environment survey of intervention schools (n = 6); (b) teacher feedback regarding the professional development component (91.1% response rate) and lesson implementation (60.8% response rate); and (c) post-intervention focus group interviews with physical education (PE) teachers (n = 29), students (n = 125), coaches (n = 13) and instructors (n = 8) regarding program experiences.
  
  
  RESULTS
  Reach and Adoption: Seven schools (n = 1491 Year 7-9 female student enrolment; 70% adoption rate), five tennis clubs, eight football clubs and five leisure centres participated in the program during 2011.
  
  
  METHODS
  Program design and professional development opportunities (training, resource manual and opportunities to work with coaches and instructors during PE classes) supported implementation and student engagement in PA. However, there was a lack of individual and organisational readiness to adopt program principles. For some deliverers there were deeply embedded ideologies that were not aligned with the Game Sense teaching approach upon which the program was based. Further, cognitive components of the program such as self-management were not widely adopted as other components of the program tended to be prioritised.
  
  
  CONCLUSIONS
  The program design and resources supported the success of the program, however, some aspects were not implemented as intended, which may have affected the likelihood of achieving further positive outcomes. Barriers to program implementation were identified and should be considered when designing school-community linked interventions. In particular, future programs should seek to assess and adjust for organizational readiness within the study design. For example, shared commitment and abilities of program deliverers to implement the program needs to be determined to support program implementation.
  
  
  BACKGROUND
  ACTRN12614000446662. April 30th 2014.
authors.forename: Meghan M
authors.initials: MM
authors.lastname: Casey
authors.forename: Amanda
authors.initials: A
authors.lastname: Telford
authors.forename: Amanda
authors.initials: A
authors.lastname: Mooney
authors.forename: Jack T
authors.initials: JT
authors.lastname: Harvey
authors.forename: Rochelle M
authors.initials: RM
authors.lastname: Eime
authors.affiliation: Institute of Sport, Exercise and Active Living (ISEAL), Victoria University, Melbourne, Australia. warren.payne@vu.edu.au.
authors.forename: Warren R
authors.initials: WR
authors.lastname: Payne
mesh_terms: D000293:Adolescent; D002648:Child; D005260:Female; D017144:Focus Groups; D006801:Humans; D010806:Physical Education and Training / Q000706:statistics & numerical data*; D044382:Population Groups; D011998:Recreation; D012574:Schools / Q000706:statistics & numerical data*; D012648:Self Care; D013177:Sports / Q000706:statistics & numerical data*; D013334:Students