Citation

Casey M, Mooney A, Eime R, Harvey J, Smyth J, Telford A, Payne W. Health Promot. Pract. 2013; 14(5): 721-731.

Affiliation

1University of Ballarat, Ballarat, Victoria, Australia.

Copyright

(Copyright © 2013, Society for Public Health Education, Publisher SAGE Publishing)

DOI

10.1177/1524839912464229

PMID

23159996

Abstract

The engagement of adolescent girls in physical activity (PA) is a persistent challenge. School-based PA programs have often met with little success because of the lack of linkages between school and community PA settings. The Triple G program aimed to improve PA levels of secondary school girls (12-15 years) in regional Victoria, Australia. The program included a school-based physical education (PE) component that uniquely incorporated student-centered teaching and behavioral skill development. The school component was conceptually and practically linked to a community component that emphasized appropriate structures for participation. The program was informed by ethnographic fieldwork to understand the contextual factors that affect girls' participation in PA. A collaborative intervention design was undertaken to align with PE curriculum and coaching and instructional approaches in community PA settings. The theoretical framework for the intervention was the socioecological model that was underpinned by both individual-level (social cognitive theory) and organizational-level (building organizational/community capacity) strategies. The program model provides an innovative conceptual framework for linking school PE with community sport and recreation and may benefit other PA programs seeking to engage adolescent girls. The objective of this article is to describe program development and the unique theoretical framework and curriculum approaches.

Language: en