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Lim GP, Appalasamy JR, Ahmad B, Quek KF, Ramadas A. Peer-led lifestyle interventions for the primary prevention of cardiovascular disease in community: a systematic review of randomised controlled trials. BMC Public Health 2024; 24:812. [PMID: 38486215 PMCID: PMC10941612 DOI: 10.1186/s12889-024-18328-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/15/2023] [Accepted: 03/11/2024] [Indexed: 03/17/2024] Open
Abstract
BACKGROUND Peer-led lifestyle interventions have gained recognition as effective approaches for managing and preventing chronic diseases. However, there remains a critical knowledge gap regarding the impact and effectiveness of peer-led interventions specifically in the primary prevention of cardiovascular disease (CVD). Our systematic review aims to synthesise the available evidence and evaluate the impact of peer-led lifestyle interventions, providing invaluable insights that can guide the development of peer-led strategies for preventing CVD. METHODS Systematic database searches were conducted on Ovid Medline, Embase, Cochrane Centre for Controlled Trials, PubMed and Scopus to source peer-reviewed articles published between 2013 and 2023. Reference lists of the included publications were also manually searched. RESULTS Fourteen unique randomised controlled trials were identified, of which three were pilot studies. Most of the interventions were conducted among individuals at moderate to high risk of CVD and lasted for a year. There is a variety of components in intervention delivery, including group discussions and individual counselling. Peer leader training mostly covered intervention delivery, communication, and research-specific skills. Systolic blood pressure showed the most promising CVD-related improvement, while mixed results were found for several other dietary and lifestyle behavioural outcomes. CONCLUSION Peer-led lifestyle interventions have shown varying effectiveness in cardiovascular health outcomes. The competencies and roles of peer leaders were identified to guide future intervention development with a more comprehensive approach to the primary prevention of CVD.
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Affiliation(s)
- Geok Pei Lim
- Jeffrey Cheah School of Medicine and Health Sciences, Monash University Malaysia, Bandar Sunway, Selangor, Malaysia
| | | | - Badariah Ahmad
- Jeffrey Cheah School of Medicine and Health Sciences, Monash University Malaysia, Bandar Sunway, Selangor, Malaysia
| | - Kia Fatt Quek
- Jeffrey Cheah School of Medicine and Health Sciences, Monash University Malaysia, Bandar Sunway, Selangor, Malaysia
| | - Amutha Ramadas
- Jeffrey Cheah School of Medicine and Health Sciences, Monash University Malaysia, Bandar Sunway, Selangor, Malaysia.
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Elsadek YE, Edwebi S, Turner A, Vinall-Collier K, Csikar J, Pavitt S. A systematic review of school-based student peer-led oral health interventions to promote the oral health of school children. BMC Oral Health 2023; 23:742. [PMID: 37817155 PMCID: PMC10566183 DOI: 10.1186/s12903-023-03482-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/23/2023] [Accepted: 10/03/2023] [Indexed: 10/12/2023] Open
Abstract
BACKGROUND Poor oral health in children highlights the need for prevention and effective interventions. During late childhood and adolescence, peer relationships can play a vital role in adopting and maintaining positive health behaviours. AIM To identify the oral health outcomes of school-based student peer-led delivery of oral health interventions. METHODS A search strategy was developed, piloted, and run in four electronic databases: Medline via Ovid, Web of Science, CINAHL via EBSCO, and CENTRAL (Cochrane Central Register of Controlled Trials) using key concepts of peer, oral health and adolescent in the school context. Methodological quality was assessed using QuaDs quality assessment tool. All articles were independently screened by two researchers and data was analysed using narrative data synthesis. The PRISMA checklist complemented by aspects of the Synthesis Without Meta-analysis (SWiM) was used to report this systematic review. RESULTS There were 7572 identified, 24 studies progressed to full-text review, ten studies met the eligibility criteria and were included in the review. Only six studies based their interventions on psychological & behavioural theory. Intervention delivered by peers showed improvements in both clinical and self-reported outcomes when compared to other delivery methods (e.g., professionals). Quality of included studies was reported according to QuaDs guidance. CONCLUSION Peer-led interventions were more effective in improving oral health status and behaviours when compared to other modes of delivery. Future research should assess if a bi-directional impact of peer-led interventions can be seen. Specifically, if there is added value for school-based student peer-leader's including their own oral health knowledge, skills, attitude and preventative behaviours.
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Affiliation(s)
- Yasmen E Elsadek
- School of Dentistry, Faculty of Medicine and Health, University of Leeds, Leeds, UK.
| | - Sakina Edwebi
- School of Dentistry, Faculty of Medicine and Health, University of Leeds, Leeds, UK
| | - Abigail Turner
- School of Dentistry, Faculty of Medicine and Health, University of Leeds, Leeds, UK
| | - Karen Vinall-Collier
- School of Dentistry, Faculty of Medicine and Health, University of Leeds, Leeds, UK
| | - Julia Csikar
- School of Dentistry, Faculty of Medicine and Health, University of Leeds, Leeds, UK
| | - Sue Pavitt
- School of Dentistry, Faculty of Medicine and Health, University of Leeds, Leeds, UK
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Hulteen RM, Lubans DR, Rhodes RE, Faulkner G, Liu Y, Naylor PJ, Nathan N, Waldhauser KJ, Wierts CM, Beauchamp MR. Evaluation of the peer leadership for physical literacy intervention: A cluster randomized controlled trial. PLoS One 2023; 18:e0280261. [PMID: 36795739 PMCID: PMC9934439 DOI: 10.1371/journal.pone.0280261] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/22/2022] [Accepted: 12/23/2022] [Indexed: 02/17/2023] Open
Abstract
PURPOSE The purpose of this research was to develop, implement, and test the efficacy of a theory-driven, evidence-informed peer leadership program for elementary school students (Grade 6 and 7; age 11-12 years) and the Grade 3/4 students with whom they were partnered. The primary outcome was teacher ratings of their Grade 6/7 students' transformational leadership behaviors. Secondary outcomes included: Grade 6/7 students' leadership self-efficacy, as well as Grade 3/4 motivation, perceived competence, general self-concept, fundamental movement skills, school-day physical activity, and program adherence, and program evaluation. METHODS We conducted a two-arm cluster randomized controlled trial. In 2019, 6 schools comprising 7 teachers, 132 leaders, and 227 grade 3 and 4 students were randomly allocated to the intervention or waitlist control conditions. Intervention teachers took part in a half-day workshop (January 2019), delivered 7 x 40 minute lessons to Grade 6/7 peer leaders (February and March 2019), and these peer leaders subsequently ran a ten-week physical literacy development program for Grade 3/4 students (2x30 minutes sessions per week). Waitlist-control students followed their usual routines. Assessments were conducted at baseline (January 2019) and immediately post-intervention (June 2019). RESULTS The intervention had no significant effect on teacher ratings of their students' transformational leadership (b = 0.201, p = .272) after controlling for baseline and gender. There was no significant condition effect for Grade 6/7 student rated transformation leadership (b = 0.077, p = .569) or leadership self-efficacy (b = 3.747, p = .186) while controlling for baseline and gender. There were null findings for all outcomes related to Grade 3 and 4 students. DISCUSSION Adaptions to the delivery mechanism were not effective in increasing leadership skills of older students or components of physical literacy in younger Grade 3/4 students. However, teacher self-reported adherence to the intervention delivery was high. TRIAL REGISTRATION This trial was registered on December 19th, 2018 with Clinicaltrials.gov (NCT03783767), https://clinicaltrials.gov/ct2/show/NCT03783767.
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Affiliation(s)
- Ryan M. Hulteen
- School of Kinesiology, Louisiana State University, Baton Rouge, Louisiana, United States of America,* E-mail:
| | - David R. Lubans
- School of Education, Centre for Active Living and Learning, University of Newcastle, Callaghan, New South Wales, Australia,Hunter Medical Research Institute, New Lambton Heights, New South Wales, Australia,Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, Finland
| | - Ryan E. Rhodes
- School of Exercise Science, Physical and Health Education, University of Victoria, Victoria, British Columbia, Canada
| | - Guy Faulkner
- School of Kinesiology, The University of British Columbia, Vancouver, British Columbia, Canada
| | - Yan Liu
- Department of Psychology, Carleton University, Ottawa, Ontario, Canada
| | - Patti-Jean Naylor
- School of Exercise Science, Physical and Health Education, University of Victoria, Victoria, British Columbia, Canada
| | - Nicole Nathan
- Hunter Medical Research Institute, New Lambton Heights, New South Wales, Australia,Hunter New England Population Health, Hunter New England Area Health Service, Newcastle, Wallsend, New South Wales, Australia,School of Medicine and Public Health, The University of Newcastle, University Drive, Callaghan, New South Wales, Australia,Priority Research Centre for Health Behaviour, The University of Newcastle, University Drive, Callaghan, New South Wales, Australia
| | - Katrina J. Waldhauser
- School of Kinesiology, The University of British Columbia, Vancouver, British Columbia, Canada
| | - Colin M. Wierts
- School of Kinesiology, The University of British Columbia, Vancouver, British Columbia, Canada
| | - Mark R. Beauchamp
- School of Kinesiology, The University of British Columbia, Vancouver, British Columbia, Canada
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Wade L, Beauchamp MR, Nathan N, Smith JJ, Leahy AA, Kennedy SG, Boyer J, Bao R, Diallo TMO, Vidal-Conti J, Lubans DR. Investigating the direct and indirect effects of a school-based leadership program for primary school students: Rationale and study protocol for the 'Learning to Lead' cluster randomised controlled trial. PLoS One 2023; 18:e0279661. [PMID: 36662842 PMCID: PMC9858303 DOI: 10.1371/journal.pone.0279661] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/30/2022] [Accepted: 12/08/2022] [Indexed: 01/21/2023] Open
Abstract
BACKGROUND Leadership is a valuable skill that can be taught in school, and which may have benefits within and beyond the classroom. Learning to Lead (L2L) is a student-led, primary school-based leadership program whereby older 'peer leaders' deliver a fundamental movement skills (FMS) program to younger 'peers' within their own school. AIM The aims of the study are to determine the efficacy of a peer-led FMS intervention on: (i) peer leaders' (aged 10 to 12 years) leadership effectiveness (primary outcome), leadership self-efficacy, well-being, and time on-task in the classroom; (ii) peers' (aged 8 to 10 years) physical activity levels, actual and perceived FMS competency, cardiorespiratory fitness, muscular power, and executive functioning; and (iii) teachers' (referred to as 'school champions') work-related stress and well-being. METHOD L2L will be evaluated using a two-arm parallel group cluster randomised controlled trial. Twenty schools located within a two-hour drive of the University of Newcastle, Australia will be recruited. We will recruit 80 students (40 peer leaders and 40 peers) from each school (N = 1,600). L2L will be implemented in three phases: Phase 1 -school champions' training via a professional learning workshop; Phase 2 -school champions' delivery of leadership lessons to the peer leaders; and Phase 3 -peer leaders' delivery of the FMS program to their younger peers. The FMS program, consisting of 12 x 30-minute lessons, will be delivered over the course of one school term (10 weeks). Study outcomes will be assessed at baseline (between mid-March to June, Terms 1 and 2), intervention end (mid-August to September, Term 3), and follow-up (November to mid-December, Term 4. This trial was prospectively registered on the Australian New Zealand Clinical Trials Registry (ANZCTR); registration number: ACTRN12621000376842.
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Affiliation(s)
- Levi Wade
- Centre for Active Living and Learning, University of Newcastle, Callaghan, New South Wales, Australia
- College of Human and Social Futures, School of Education, University of Newcastle, Callaghan, New South Wales, Australia
- Active Living Research Program, Hunter Medical Research Institute, New Lambton Heights, New South Wales, Australia
| | - Mark R. Beauchamp
- School of Kinesiology, University of British Columbia, Vancouver, British Columbia, Canada
| | - Nicole Nathan
- Hunter New England Population Health, Wallsend, New South Wales, Australia
- School of Medicine and Public Health, The University of Newcastle, Callaghan, New South Wales, Australia
- Hunter Medical Research Institute, New Lambton Heights, New South Wales, Australia
| | - Jordan J. Smith
- Centre for Active Living and Learning, University of Newcastle, Callaghan, New South Wales, Australia
- College of Human and Social Futures, School of Education, University of Newcastle, Callaghan, New South Wales, Australia
- Active Living Research Program, Hunter Medical Research Institute, New Lambton Heights, New South Wales, Australia
| | - Angus A. Leahy
- Centre for Active Living and Learning, University of Newcastle, Callaghan, New South Wales, Australia
- College of Human and Social Futures, School of Education, University of Newcastle, Callaghan, New South Wales, Australia
- Active Living Research Program, Hunter Medical Research Institute, New Lambton Heights, New South Wales, Australia
| | - Sarah G. Kennedy
- School of Health Sciences, Western Sydney University, Penrith, New South Wales, Australia
| | - James Boyer
- New South Wales Department of Education, Sydney, New South Wales, Australia
| | - Ran Bao
- Centre for Active Living and Learning, University of Newcastle, Callaghan, New South Wales, Australia
- College of Human and Social Futures, School of Education, University of Newcastle, Callaghan, New South Wales, Australia
- Active Living Research Program, Hunter Medical Research Institute, New Lambton Heights, New South Wales, Australia
| | - Thierno M. O. Diallo
- School of Social Sciences, Western Sydney University, Penrith, New South Wales, Australia
| | | | - David R. Lubans
- Centre for Active Living and Learning, University of Newcastle, Callaghan, New South Wales, Australia
- College of Human and Social Futures, School of Education, University of Newcastle, Callaghan, New South Wales, Australia
- Active Living Research Program, Hunter Medical Research Institute, New Lambton Heights, New South Wales, Australia
- Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, Finland
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5
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Wade L, Leahy AA, Babic MJ, Beauchamp MR, Smith JJ, Kennedy SG, Boyer J, Nathan N, Robinson K, Lubans DR. A systematic review and meta-analysis of the benefits of school-based, peer-led interventions for leaders. Sci Rep 2022; 12:21222. [PMID: 36481781 PMCID: PMC9732042 DOI: 10.1038/s41598-022-25662-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/10/2022] [Accepted: 12/02/2022] [Indexed: 12/13/2022] Open
Abstract
The aim of our systematic review and meta-analysis was to quantitatively synthesise the effects of school-based peer-led interventions on leaders' academic, psychosocial, behavioural, and physical outcomes. Eligible studies were those that: (i) evaluated a school-based peer-led intervention using an experimental or quasi-experimental study design, (ii) included an age-matched control or comparison group, and (iii) evaluated the impact of the intervention on one or more leader outcomes. Medline, Sportdiscus, Psychinfo, Embase, and Scopus online databases were searched on the 24th of October, 2022 which yielded 13,572 results, with 31 included in the narrative synthesis and 12 in the meta-analysis. We found large positive effects for leaders' attitudes toward bullying (d = 1.02), small-to-medium positive effects for leaders' literacy (d = 0.39), and small positive effects for leaders' self-esteem (d = 0.18). There were mixed findings for behavioural outcomes and null effects for physical outcomes. Notable limitations of this research are the inclusion of a relatively small number of studies, and high heterogeneity in those included. Our findings have the potential to inform educational practice, but also highlight the need for further research examining the mechanisms that might account for the observed effects. Our systematic review was prospectively registered with PROSPERO (CRD42021273129).
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Affiliation(s)
- Levi Wade
- grid.266842.c0000 0000 8831 109XCentre for Active Living and Learning, College of Human and Social Futures, University of Newcastle, University Drive, Callaghan, NSW 2308 Australia ,grid.413648.c Active Living Research Program, Hunter Medical Research Institute, New Lambton Heights, NSW 2305 Australia
| | - Angus A. Leahy
- grid.266842.c0000 0000 8831 109XCentre for Active Living and Learning, College of Human and Social Futures, University of Newcastle, University Drive, Callaghan, NSW 2308 Australia ,grid.413648.c Active Living Research Program, Hunter Medical Research Institute, New Lambton Heights, NSW 2305 Australia
| | - Mark J. Babic
- grid.266842.c0000 0000 8831 109XCentre for Active Living and Learning, College of Human and Social Futures, University of Newcastle, University Drive, Callaghan, NSW 2308 Australia ,grid.413648.c Active Living Research Program, Hunter Medical Research Institute, New Lambton Heights, NSW 2305 Australia
| | - Mark R. Beauchamp
- grid.17091.3e0000 0001 2288 9830School of Kinesiology, University of British Columbia, Vancouver, BC Canada
| | - Jordan J. Smith
- grid.266842.c0000 0000 8831 109XCentre for Active Living and Learning, College of Human and Social Futures, University of Newcastle, University Drive, Callaghan, NSW 2308 Australia ,grid.413648.c Active Living Research Program, Hunter Medical Research Institute, New Lambton Heights, NSW 2305 Australia
| | - Sarah G. Kennedy
- grid.1029.a0000 0000 9939 5719School of Health Sciences, Western Sydney University, Penrith, NSW Australia
| | - James Boyer
- grid.461941.f0000 0001 0703 8464New South Wales Department of Education, Sydney, NSW Australia
| | - Nicole Nathan
- Hunter New England Population Health, Wallsend, NSW Australia ,grid.266842.c0000 0000 8831 109XSchool of Medicine and Public Health, The University of Newcastle, Callaghan, NSW Australia ,grid.413648.c Hunter Medical Research Institute, New Lambton Heights, NSW 2305 Australia
| | - Katie Robinson
- grid.266842.c0000 0000 8831 109XCentre for Active Living and Learning, College of Human and Social Futures, University of Newcastle, University Drive, Callaghan, NSW 2308 Australia ,grid.413648.c Active Living Research Program, Hunter Medical Research Institute, New Lambton Heights, NSW 2305 Australia
| | - David R. Lubans
- grid.266842.c0000 0000 8831 109XCentre for Active Living and Learning, College of Human and Social Futures, University of Newcastle, University Drive, Callaghan, NSW 2308 Australia ,grid.413648.c Active Living Research Program, Hunter Medical Research Institute, New Lambton Heights, NSW 2305 Australia ,grid.9681.60000 0001 1013 7965 Faculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, Finland
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6
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Christensen JH, Evans AB, Klinker CD, Staal MT, Bentsen P, Nielsen G. Activating the ‘peerness’ of youth leaders in a community sports programme through techne and phronesis. Health Promot Int 2022; 37:6775366. [DOI: 10.1093/heapro/daac141] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022] Open
Abstract
Summary
Peer-to-peer approaches engage groups of people considered to share one or more characteristics that identify them as peers and draw on rationales of credibility, identification and role modelling in peer-to-peer interactions. Despite the popularity of the approach, the ways in which the peer leadership component specifically contributes to health promotion is not thoroughly understood. We suggest that a first step for making use of peer leader characteristics is to make explicit what the peer leadership component is expected to bring to a programme. To approach such an understanding, we investigated how peer leaders can be supported in activating their ‘peerness’ in health promotion programmes, using as a case the peer leader education of a youth-led, peer-to-peer community sports programme, implemented by the non-profit street sports organization, GAME. We analysed the peer leader training programme’s learning objectives and field notes from observations of the training programme. The empirical material was analysed using an abductive approach by drawing upon contemporary interpretations of two forms of knowledge originally proposed by Aristotle. In so doing, this article explores how the development of techne (practical knowledge) and phronesis (practical wisdom) was supported in a peer leader training programme for young people. Findings suggest that supporting the development of both these types of knowledge can strengthen programme planners’ attention to the contribution of peers. Concurrently, an emphasis on promoting phronesis in peer leader training can support and encourage peer leaders in activating their ‘peerness’ in peer-to-peer health promotion programmes.
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Affiliation(s)
- Julie H Christensen
- Department of Nutrition, Exercise and Sports, University of Copenhagen , Nørre Allé 51, 2200 Copenhagen N , Denmark
- GAME , Enghavevej 82D, 2450 Copenhagen SV , Denmark
| | - Adam B Evans
- Department of Nutrition, Exercise and Sports, University of Copenhagen , Nørre Allé 51, 2200 Copenhagen N , Denmark
| | - Charlotte D Klinker
- Health Promotion Research, Copenhagen University Hospital – Steno Diabetes Center Copenhagen , Borgmester Ib Juuls Vej 83, 2730 Herlev , Denmark
| | | | - Peter Bentsen
- Center for Clinical Research and Prevention, Copenhagen University Hospital – Bispebjerg and Frederiksberg , Nordre Fasanvej 57, 2000 Frederiksberg , Denmark
- Department of Geosciences and Natural Resource Management, University of Copenhagen , 3480 Fredensborg , Denmark
| | - Glen Nielsen
- Department of Nutrition, Exercise and Sports, University of Copenhagen , Nørre Allé 51, 2200 Copenhagen N , Denmark
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Fransen K, Cruwys T, Haslam C, Iserbyt P, Seghers J, Vanderlinden J, van Uffelen J, Verbaanderd E, Boen F. Leading the way together: a cluster randomised controlled trial of the 5R Shared Leadership Program in older adult walking groups. Int J Behav Nutr Phys Act 2022; 19:63. [PMID: 35658869 PMCID: PMC9166317 DOI: 10.1186/s12966-022-01297-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/15/2021] [Accepted: 05/10/2022] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND With a rapidly ageing society, healthy ageing has become a key challenge. Engagement in physical activity, and particularly walking, is a key strategy that contributes to healthy ageing amongst older adults. The purpose of the present study was to evaluate the efficacy of a group walking program for older adults that incorporates the 5R Shared Leadership Program (5RS). By implementing a structure of shared leadership and strengthening peer leaders' identity leadership, 5RS aims to cultivate a shared social identity amongst participants, which has in other contexts been associated with greater performance and well-being. METHODS A cluster randomised controlled trial was conducted to test the efficacy of the 5RS group walking program on group identification, group cohesion, walking activity, and well-being, compared to a regular group walking program for older adults. Nineteen older adult walking groups (i.e., the clusters; N = 503; Mage = 69.23 years, SD = 6.68) all participated in a 12-week structured group walking program. Nine walking groups (n = 304) were randomly assigned to the intervention in which participants received the 5RS program in addition to regular group walking. RESULTS 5RS was successful in strengthening the identity leadership qualities of the appointed peer leaders. Multilevel regressions showed that 5RS succeeded in increasing group cohesion and walking activity to a greater extent than a regular group walking program, while participants' group identification and well-being increased to a similar extent in both conditions. Furthermore, structural equation modelling revealed that group identification mediated the impact of peer leaders' identity leadership on group cohesion and well-being (but not walking activity). CONCLUSION By harnessing the capacity of the group and its peer leaders, the 5RS program offers a promising intervention to engage older adults in physical activity. TRIAL REGISTRATION The study was retrospectively registered as clinical trial on 9 September 2021 ( NCT05038423 ).
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Affiliation(s)
- Katrien Fransen
- Department of Movement Sciences, KU Leuven, Tervuursevest 101, box 1500, 3001, Leuven, Belgium.
| | - Tegan Cruwys
- Research School of Psychology, The Australian National University, Canberra, Australia
| | - Catherine Haslam
- School of Psychology, The University of Queensland, St. Lucia, Australia
| | - Peter Iserbyt
- Department of Movement Sciences, KU Leuven, Tervuursevest 101, box 1500, 3001, Leuven, Belgium
| | - Jan Seghers
- Department of Movement Sciences, KU Leuven, Tervuursevest 101, box 1500, 3001, Leuven, Belgium
| | - Julie Vanderlinden
- Department of Movement Sciences, KU Leuven, Tervuursevest 101, box 1500, 3001, Leuven, Belgium
| | - Jannique van Uffelen
- Department of Movement Sciences, KU Leuven, Tervuursevest 101, box 1500, 3001, Leuven, Belgium
| | - Elvire Verbaanderd
- Department of Movement Sciences, KU Leuven, Tervuursevest 101, box 1500, 3001, Leuven, Belgium
| | - Filip Boen
- Department of Movement Sciences, KU Leuven, Tervuursevest 101, box 1500, 3001, Leuven, Belgium
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8
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Kritz M, Thøgersen-Ntoumani C, Mullan B, Stathi A, Ntoumanis N. How can older peer leaders best support motivation for walking in physically inactive older adults? A self-determination theory perspective. Psychol Health 2021:1-22. [PMID: 34726967 DOI: 10.1080/08870446.2021.1994968] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
OBJECTIVE We aimed to determine what older adults perceive to be need-supportive behaviours of peer walk leaders, drawing primarily from Self-Determination Theory (SDT). DESIGN Experienced peer leaders (n = 13; Mage = 73.23, SD = 6.55) and walkers (n = 17; Mage = 72.88, SD = 5.79) were recruited from existing walking groups. Individuals who expressed an interest in becoming a peer leader (n = 18; Mage = 72.72, SD = 4.99) or walker (n = 20; Mage = 78.90, SD = 10.45) were recruited from retirement villages. MAIN OUTCOME MEASURES We conducted semi-structured interviews to identify leader behaviours that support autonomy, competence, and relatedness and analysed the data using framework analysis. RESULTS We identified eight main themes: eliciting walker interest, acknowledging and adapting to walkers' requirements, ensuring walkers feel comfortable, cared for, and socially integrated, supporting walker confidence, and promoting success experiences. Inexperienced leaders differed from other sub-groups in what they perceived to be supportive behaviours. CONCLUSION Future peer leaders could use the identified behaviours to help older adults feel motivated during group walks. New peer leaders can be educated about potential differences between what they describe as supportive and what walkers and experienced leaders perceive as need-supportive behaviours.
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Affiliation(s)
- Marlene Kritz
- Physical Activity and Wellbeing Research Group, Curtin School of Population Health, Curtin University, Perth, Western Australia, Australia.,Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Odense, Denmark
| | - Cecilie Thøgersen-Ntoumani
- Physical Activity and Wellbeing Research Group, Curtin School of Population Health, Curtin University, Perth, Western Australia, Australia.,Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Odense, Denmark.,Enable Institute, Curtin University, Australia
| | - Barbara Mullan
- Enable Institute, Curtin University, Australia.,WACPRU, Curtin University, Perth, Australia
| | - Afroditi Stathi
- School of Sport, Exercise and Rehabilitation Sciences, University of Birmingham, Birmingham, UK
| | - Nikos Ntoumanis
- Physical Activity and Wellbeing Research Group, Curtin School of Population Health, Curtin University, Perth, Western Australia, Australia.,Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Odense, Denmark.,Enable Institute, Curtin University, Australia.,School of Health and Welfare, Halmstad University, Halmstad, Sweden
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9
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McHale F, Ng K, Taylor S, Bengoechea E, Norton C, O'Shea D, Woods C. A Systematic Literature Review of Peer-led Strategies for Promoting Physical Activity Levels of Adolescents. Health Educ Behav 2021; 49:41-53. [PMID: 34628981 PMCID: PMC8892039 DOI: 10.1177/10901981211044988] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/02/2022]
Abstract
Background. Low levels of physical activity (PA) in adolescents highlight the necessity for effective intervention. During adolescence, peer relationships can be a fundamental aspect of adopting and maintaining positive health behaviors. Aim. This review aims to determine peer-led strategies that showed promise to improve PA levels of adolescents. It will also identify patterns across these interventions, including training provided and the behavior change techniques (BCTs) employed. Method. Adhering to Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, PubMed, PsychINFO, and Scopus were searched using key concepts of peer, PA and adolescent for articles that examined interventions that had a peer-led component and reported on at least one PA outcome in 12- to 19-year-olds. Following title and abstract screening of 1,509 studies, and full text review stage, 18 progressed to data synthesis. Methodological quality was assessed using an adapted scale. Results. Quality assessment identified 11 studies as high quality. Half of the included studies (n = 9) reported improved PA outcomes in the school setting. The most prominent behavioral change techniques were social support, information about health consequences, and demonstration of the behavior. Older adolescents leading younger peers and younger adolescents leading those of the same age showed potential. Seldom have older adolescents been targeted. Gender-specific interventions showed the most promise. Conclusion. Peer leadership requires careful planning and in the school setting can be a resourceful way of promoting adolescent PA.
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Affiliation(s)
| | - Kwok Ng
- University of Limerick, Limerick, Ireland.,University of Eastern Finland, Joensuu, Finland
| | | | | | | | - Donal O'Shea
- St. Vincent's University Hospital, Dublin, Ireland
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Kritz M, Ntoumanis N, Mullan B, Stathi A, Thøgersen-Ntoumani C. Volunteer Motivation and Retention of Older Peer Walk Leaders: A 4-Month Long Investigation. Gerontologist 2021; 61:1118-1130. [PMID: 33073839 DOI: 10.1093/geront/gnaa159] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/27/2020] [Indexed: 11/13/2022] Open
Abstract
BACKGROUND AND OBJECTIVES Peer volunteers offer a promising avenue for promoting physical activity in older adults. However, recruiting and retaining such volunteers are challenging. We aimed to examine longitudinally factors that determine whether older volunteer walk leaders will persist in their role. RESEARCH DESIGN AND METHODS We recruited older adults volunteering as walk leaders, from retirement villages in Perth, at the start of a 16-week walking intervention. Using a mixed-methods multiple case study design, informed by self-determination theory, we examined the motivational processes of three profiles: Dropouts, Completers, and Extenders. One male and 10 female (medianAge = 75 years, age range: 66-83 years) peer walk leaders were interviewed twice over 4 months, and data were analyzed using thematic analysis. Questionnaires provided information on volunteer characteristics, leadership confidence, and volunteer motivation. RESULTS Self-orientated goals, obligation and guilt, emotional exhaustion, lack of psychological need satisfaction, and perceived lack of support were barriers to volunteer persistence. Social confidence and relatedness satisfaction motivated volunteers to persist until program completion (Completers). Altruistic goals, using sustainable helping strategies, psychological need satisfaction, optimism, and enjoyment were important for continuing the role after the program (Extenders). DISCUSSION AND IMPLICATIONS Results describe how differences in volunteer motives, personal characteristics, and training may affect motivational processes that determine persistence as an older peer walk leader. We provide suggestions on selecting, training, and supporting older volunteer walk leaders to facilitate their retention.
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Affiliation(s)
- Marlene Kritz
- Health Psychology and Behavioral Medicine Research Group, School of Psychology, Curtin University, Perth, Western Australia, Australia.,Physical Activity and Wellbeing Research Group, School of Psychology, Curtin University, Perth, Western Australia, Australia
| | - Nikos Ntoumanis
- Health Psychology and Behavioral Medicine Research Group, School of Psychology, Curtin University, Perth, Western Australia, Australia.,Physical Activity and Wellbeing Research Group, School of Psychology, Curtin University, Perth, Western Australia, Australia
| | - Barbara Mullan
- Health Psychology and Behavioral Medicine Research Group, School of Psychology, Curtin University, Perth, Western Australia, Australia
| | - Afroditi Stathi
- School of Sport, Exercise and Rehabilitation Sciences University of Birmingham, United Kingdom
| | - Cecilie Thøgersen-Ntoumani
- Health Psychology and Behavioral Medicine Research Group, School of Psychology, Curtin University, Perth, Western Australia, Australia.,Physical Activity and Wellbeing Research Group, School of Psychology, Curtin University, Perth, Western Australia, Australia
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Portman RM, Levy AR, Maher AJ, Fairclough SJ. Multi-Stakeholder Retrospective Acceptability of a Peer Support Intervention for Exercise Referral. Int J Environ Res Public Health 2021; 18:1720. [PMID: 33578966 DOI: 10.3390/ijerph18041720] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 01/22/2021] [Revised: 02/01/2021] [Accepted: 02/05/2021] [Indexed: 11/17/2022]
Abstract
Perceived social support opportunities are central to successful exercise referral scheme (ERS) client experiences. However, there remains a lack of guidance on how ERSs can embed social support opportunities within their provision. This study presents retrospective acceptability findings from a 12-week social-identity-informed peer support intervention to enhance perceived social support among clients of an English ERS. Five peer volunteers were recruited, trained, and deployed in supervised ERS sessions across two sites. Peers assisted exercise referral officers (EROs) by providing supplementary practical, informational, motivational, and emotional support to ERS clients. Individual semi-structured interviews were conducted with peers (n = 4), EROs (n = 2), and clients (n = 5) and analysed thematically. The analysis identified three primary themes. The first theme detailed how EROs utilised peer volunteers to supplement the ERS client experience. This theme delineated peer roles within the ERS context and identified salient individual peer characteristics that contributed to their success. The second theme described peer acceptability among the various stakeholders. Peers were valued for their ability to reduce burden on EROs and to enhance perceptions of comfort among ERS clients. The final theme presented participant feedback regarding how the intervention may be further refined and enhanced. Peers represented a cost-effective and acceptable means of providing auxiliary social support to ERS clients. Moving forward, the structured integration of peers can improve the accessibility of social support among ERS participants, thus facilitating better rates of ERS completion.
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Stathi A, Withall J, Agyapong-Badu S, Barrett E, Kritz M, Wills D, Thogersen-Ntoumani C, Fox KR. Mobilising people as assets for active ageing promotion: a multi-stakeholder perspective on peer volunteering initiatives. BMC Public Health 2021; 21:150. [PMID: 33461519 PMCID: PMC7812118 DOI: 10.1186/s12889-020-10136-2] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/19/2020] [Accepted: 12/27/2020] [Indexed: 11/17/2022] Open
Abstract
BACKGROUND Successful peer volunteering is central to many community-based, active ageing initiatives. This study synthesises the perspectives of a range of stakeholders involved in peer volunteering initiatives and provides recommendations as to how peer volunteers can be effectively mobilised as community assets. METHODS An evidence synthesis of qualitative data from (a) the evaluation of ACE (Active, Connected, Engaged), a feasibility trial of a peer volunteering active ageing intervention, and (b) interviews with volunteers and managers of third sector organisations providing peer volunteering programmes. Data were analysed using directed content analysis. RESULTS Ten managers, 22 volunteers and 20 ACE participants were interviewed. The analysis identified six main themes, 33 higher and 22 sub themes. Main themes were: (i) Motives, (ii) Benefits, (iii) Skills and Characteristics, (iv) Challenges, (v) Training Needs, (vi) Recruitment and Retention. Altruism, changes in life circumstances, opportunities to reconnect with the community and personal fulfilment were the main reasons for volunteering. Volunteering was described as being personally rewarding, an avenue to acquire new skills and knowledge, and an opportunity for increased social connections and physical activity. Good peer volunteers are committed, reliable, have a good sense of humour, good interpersonal skills and are able to relate to participants. When pairing volunteers with participants, shared interests and geographical proximity are important to consider. Clarity of role, level of time commitment, regular feedback, recognition of effort and strong networks for on-going support are important strategies to facilitate volunteer retention. CONCLUSIONS The findings of this study support the value of peer volunteering as a strategy for mobilising community assets in promoting active ageing. To ensure success and longevity, these schemes require appropriate funding and efficient administrative support.
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Affiliation(s)
- Afroditi Stathi
- School of Sport, Exercise and Rehabilitation Sciences, University of Birmingham, Birmingham, UK
- Department for Health, University of Bath, Bath, UK
| | | | - Sandra Agyapong-Badu
- School of Sport, Exercise and Rehabilitation Sciences, University of Birmingham, Birmingham, UK
| | - Eva Barrett
- School of Nursing and Midwifery, National University of Ireland, Galway, Ireland
| | - Marlene Kritz
- School of Psychology, Curtin University, Perth, Australia
| | | | | | - Kenneth R. Fox
- School of Policy Studies, University of Bristol, Bristol, UK
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