Table 2 Overview of data collection methods, timings and aims
Method | Participant (age range; job role if applicable) | Sample (N) | Conduct (N) | Aims of data collection |
|---|---|---|---|---|
Focus group | Girls (aged 9–11* years) × 2 | 18 | V (1) F (3) | Post-intervention: Explore experiences of the intervention, acceptability and barriers and facilitators to participation (RQ6,9). Examine factors that might have affected recruitment and attendance (i.e. reach), delivery, enjoyment, and anything that could be improved (RQ3) |
Girls (Aged 9–11 years) × 2 | 13 | V (1) F (3) | 3-month follow-up: Explore experiences of the intervention, acceptability and barriers and facilitators to participation (RQ6,9). Examine factors that might have affected recruitment and attendance (i.e. reach), delivery, enjoyment, and anything that could be improved (RQ3) | |
Boys (aged 9–10 years) | 12 | F (2) | Explore the acceptability and potential unintended consequences of a targeted intervention for girls (RQ8) | |
Peer role models (aged 12–16 years) | 18 | V (1) F (2) | Explore acceptability of the intervention and facilitators and barriers to recruitment of role models (RQ2,10). Examined factors that might have affected recruitment and attendance (i.e. reach), delivery, enjoyment, and anything that could be improved (RQ3) | |
Interview | Primary School Senior Leadership Team (Headteacher n = 3) | 3 | V (3) | Explore acceptability and feasibility of intervention; (RQ6,9). Examined factors that might have affected recruitment and attendance (i.e. reach), delivery, enjoyment, and anything that could be improved (RQ3) |
Primary School Lead (Teacher n = 2 School’s 1 & 3; Teaching Assistant n = 2 School’s 5 and 6) | 4 | V (4) | Explore intervention acceptability and feasibility of implementation; RQ6,9). Examined factors that might have affected recruitment and attendance (i.e. reach), delivery, enjoyment, and anything that could be improved (RQ3) | |
Parents of participating Primary School Girls | 2 | V (2) | Parents of participating children (2 per intervention school; RQ9) at 14 weeks to allow reflection on the processes of implementing the intervention and to explore overall feasibility and impact of the intervention. Examined factors that might have affected recruitment and attendance (i.e. reach), delivery, enjoyment, and anything that could be improved (RQ3) | |
Secondary School Lead (Cluster 1 and 2—Assistant Head Teacher n = 2; Cluster 3—PE Teacher n = 1) | 3 | V (3) | Explore intervention acceptability and feasibility of implementation (RQ6,9). Examined factors that might have affected recruitment and attendance (i.e. reach), delivery, enjoyment, and anything that could be improved (RQ3) | |
Community role models | 10 | V (10) | Explore acceptability of the intervention and facilitators and barriers to recruitment of role models (RQ2,10). Examined factors that might have affected recruitment and attendance (i.e. reach), delivery, enjoyment, and anything that could be improved (RQ3) | |
Session registers | Teachers | 22 forms | F (21) | Record those present at each session of the intervention on a session register, noting those absent from school on that day and any children who opted out of taking part in the intervention. PIDs used to track each pupil’s attendance across each session |
Observation forms | Teachers and Researchers | 30 forms | F (29) | Record whether community role models delivered the planned core components of each session fully, partially or not at all |