The feasibility of the COMMUNICATE toolkit to support the communication of physical activity messages with adolescents in Irish schools.

Résumé

The Active School Flag (ASF) is a peer-led whole-of-school physical activity (PA) programme in Irish secondary schools. This study assessed the feasibility of implementing the COMMUNICATE toolkit for ASF programme implementers (peer leaders and coordinating teachers). A pre-post, quasi-experimental, mixed-methods design was employed and guided by the Orsmond and Cohn feasibility objectives. Online surveys, semi-structured interviews, and focus groups were collected from six secondary schools (40% recruitment rate), 170 peer leaders, and three coordinating teachers. Survey data were analysed using descriptive statistics and independent and paired samples t-tests. Interview and focus group data were analysed using a combined inductive-deductive reflexive thematic analysis. Data were integrated during the writing-up stage. The toolkit was acceptable and appropriate; however, full implementation was hindered by time constraints within the busy school schedule and short implementation period. Methodological refinements regarding data collection timing and instrument validity and reliability were identified as necessary. Despite no differences between the intervention and control groups' communication skills or health knowledge at follow-up, the toolkit positively impacted peer leaders' personal development and knowledge and the PA and knowledge levels of their peers. While a real-world implementation design, led by programme implementers, may improve intervention sustainability and cost efficiency, implementation support and flexibility in delivery are essential. The COMMUNICATE toolkit was a valuable resource for whole-of-school programme implementers. Nevertheless, changes to the intervention and study procedures are required before proceeding to a definitive trial. Future research should consider an internal pilot within a definitive trial to ensure the changes are sufficient.