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Methods: Mixed methods were employed to collect both qualitative and quantitative data. Preschool teachers and children’s parents/caregivers completed post-intervention feedback surveys, from which acceptability scores were calculated and presented as proportions. Focus groups were conducted with preschool teachers, while parents/caregivers participated in semi-structured interviews.. A thematic analysis was applied to qualitative data following the development of a coding framework. Quantitative and qualitative data were analysed using SPSS and NVivo 10, respectively.
Results: Teachers rated the intervention as highly acceptable based on post-intervention feedback surveys (80%; mean score 8.8/11). Lower acceptability scores were observed for parents/caregivers (49%; 3.9/8). Nine teachers participated in focus groups (n=3). User-friendliness of the intervention materials, integration of the intervention with the curriculum and flexibility of the intervention were identified as facilitators to delivery. Barriers to delivery were time, insufficient space and conflicting policies within preschools with regard to changing classroom layouts. Parental interviews (n=4) revealed a lack of time to be a major barrier which prevented parents from participating in home-based activities. Parents perceived the materials to be simple to understand and visually appealing.
Conclusion: This study identified a number of barriers and facilitators to the delivery and evaluation of the ToyBox-Scotland preschool obesity prevention programme, which should be considered before any further scale-up of the intervention.
- childhood obesity
- public health
- physical activity
- 1 Finished
Prevention of obesity, diabetes and some cancers in early childhood: translation of the 'ToyBox' pre-school intervention to Scotland
1/10/16 → 30/09/19
Project: Research - Studentship