Adolescent girls’ and parents’ views on recruiting and retaining girls into an after-school dance intervention: Implications for extra-curricular physical activity provision

Centre for Exercise, Nutrition & Health Sciences, School for Policy Studies, University of Bristol, 8 Priory RD, Bristol, BS8 1TZ, UK.
International Journal of Behavioral Nutrition and Physical Activity (Impact Factor: 4.11). 08/2011; 8(1):91. DOI: 10.1186/1479-5868-8-91
Source: PubMed


Many adolescents are not sufficiently active and girls are less active than boys. Physical activity interventions delivered during curriculum time have reported weak effects. More sustained changes in physical activity may be obtained by facilitating participation in enjoyable activities. Dance is the favourite activity of UK girls but there is a shortage of dance provision. Dance sessions delivered after the school day could prove to be an effective means of engaging adolescent girls in physical activity. There is a lack of information about the factors that would affect girls' recruitment and retention in an after-school dance programme.
Focus groups were conducted with 65, Year 7 (11-12 year old) girls from 4 secondary schools in Bristol. In-depth phone interviews were also conducted with 16 (4 per school) of the girls' parents. Interviews and focus groups examined issues that would affect recruitment into the intervention, strategies that could be used to attract girls who have little or no previous experience in dance, any factors that would increase their interest in participating in an after-school dance programme and any factors that would affect retention in the programme. All interviews and focus groups were digitally recorded and thematically analysed.
Girls reported that a taster session in which they had an opportunity to sample the intervention content and "word of mouth" campaigns by peers, who did not need to be their friends, would encourage them to participate in an after-school dance programme. Sessions that maximised enjoyment and facilitated socialisation opportunities would enhance retention. Parents reported that encouraging groups of friends to join the programme, and stressing the enjoyment of the session would increase participation.
Recruitment and retention campaigns that focus on enjoyment, socialisation, mastery, goal setting and relating to other girls may be effective strategies for recruiting and retaining girls in an after-school dance programme. These factors are consistent with well-established theories of individual behaviour change such as self-determination theory and social cognitive theory. Recruitment and retention campaigns that are targeted to address theoretically derived mediators of behaviour may be more effective than traditional approaches.

Download full-text


Available from: Jane E Powell
  • Source
    • "eceiving WOM increases a sense of connected - ness ( Phelps , Lewis , Mobilio , Perry , & Raman , 2004 ) . It may also reflect a greater sense of community and net - work , and fulfills social connection needs ( La Rose , Lai , Lange , Love , & Wu , 2005 ; Sun , Youn , Wu , & Kuntara - porn , 2006 ) . For example , in a physical exercise context , Jago et al . ( 2011 ) found WOM campaigns increased per - ceptions of feeling understood and connected , leading to greater engagement in extracurricular physical ex - ercise programs . This sense of relatedness arises from positive and negative WOM . Sun et al . ( 2006 ) found the sense of community in online forums came from neg - ative and positive revi"
    [Show abstract] [Hide abstract]
    ABSTRACT: The growing community concern for the environment, and rising energy costs to consumers, has led many power utility companies to adopt strategies aimed at reducing energy consumption in the home and workplace. These strategies have typically been based on extrinsically regulated pricing mechanisms. Although more intrinsically driven interventions have been examined, they are often complex and expensive to implement due in part to the high level of human interaction involved. This two-part study suggests simpler more cost-efficient alternatives to enhancing energy saving. It does this via two separate but related studies that examined the application of self-determination theory (SDT) and word of mouth (WOM) within online communities. The findings suggest a significant increase in reported energy-saving behaviors over time supporting the role of SDT. There was also evidence that positive WOM increases satisfaction of the three psychological needs of autonomy, competence, and relatedness, further enhancing energy-saving behavior. These findings have important implications for marketers in terms of behavior change.
    Full-text · Article · Sep 2014 · Psychology and Marketing
  • Source
    • "Dance is the favourite form of PA among UK adolescent girls [11] and is a desirable activity in which they can engage [12]. Dance overcomes many barriers to adolescent girls’ participation in PA as it is usually group-based (less likely to lead to public display and offers social interaction), non-competitive, and usually takes place indoors (not affected by weather). "
    [Show abstract] [Hide abstract]
    ABSTRACT: Many children do not meet current UK physical activity (PA) guidelines. Girls are less active than boys throughout childhood, and the age-related decline in PA, particularly from early adolescence, is steeper for girls than for boys. Dance is the favourite form of PA among UK secondary school aged girls. Delivering dance sessions after school could make a significant contribution to girls' PA. Therefore, after-school dance sessions may be an appropriate and cost-effective activity through which adolescent girls' PA levels can be increased. Two-arm cluster randomised control trial and economic evaluation conducted in 18 secondary schools across the greater Bristol area. All Year 7 girls in participating schools will receive a 'taster' dance session and subsequently be invited to participate in the project. There is space for up to 33 girls to participate in each school. Schools will be randomly assigned in equal numbers to intervention or control arms after baseline data has been collected. The nine intervention schools will receive a 20 week after-school dance-based intervention, consisting of 40 x 75 minute sessions, delivered by external dance instructors. Control schools will not receive the dance intervention. All measures will be assessed at baseline (time 0), at the end of the intervention period (time 1) and six months after the intervention has ended (time 2). Our primary interest is to determine the effectiveness and cost-effectiveness of the intervention to affect the objectively-assessed (accelerometer) mean weekday minutes of moderate-to-vigorous PA (MVPA) accumulated by Year 7 girls one year after the baseline measurement (time 2). This paper describes the protocol for the Bristol Girls Dance Project cluster randomized controlled trial and economic evaluation, which is attempting to increase MVPA among Year 7 girls in UK secondary schools.Trial registrationISRCTN52882523.
    Full-text · Article · Oct 2013 · BMC Public Health
  • Source
    • "Their recent survey states that 25,000 16-year olds drop out of sport each year, suggesting a particular problem in continuing to participate in sport when reaching the end of compulsory education [12]. There is little doubt that younger children do not reach the recommended levels of moderate to vigorous physical activity per day [13] [14] [15] [16], so any further drop out later in childhood is worrying. By the age of 15, half as many girls as boys reach the recommended levels of physical BioMed Research International activity [17]. "
    [Show abstract] [Hide abstract]
    ABSTRACT: Given the clear benefits of regular physical activity (such as reduced risks of cardiovascular disease and obesity, as well as other benefits including those related to mental health), exploration of the reasons that adolescent girls give for not taking part in team sports may be particularly valuable for enhancing later rates of participation. We combined questionnaires (n = 60) and semistructured interviews (n = 6) to assess the barriers that prevent 15-16-year-old girls from participating in extracurricular team games and what can be done to overcome these barriers and improve physical activity levels. Four barriers became prominent as to why girls in this sample do not participate: Internal Factors, Existing Stereotypes, Other Hobbies and Teachers. Methods to overcome these barriers were identified; changing teachers' attitudes and shifting the media's focus away from male sport. Following the successful summer Olympics and Paralympics in the UK, and the resulting positive focus on some of the nation's female athletes, a shift in focus may be possible. However, this needs to be maintained to allow girls more opportunities, role models and motivation to participate in sport.
    Full-text · Article · Aug 2013
Show more