Trial reportBMJ open2016
Lessons learnt from the Bristol Girls Dance Project cluster RCT: implications for designing and implementing after-school physical activity interventions.
Trial report in BMJ open, 2016. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers, 2 of them syntheses that pooled it.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
8 citing papers in PubMed, 2 syntheses or guidelines pooled it, 15 citations in OpenAlex.
- Facilitators and barriers of children's participation in nutrition, physical activity, and obesity interventions: A systematic review.Obesity reviews : an official journal of the International Association for the Study of Obesity · 2021Pooled it
- School-based physical activity programs for promoting physical activity and fitness in children and adolescents aged 6 to 18.The Cochrane database of systematic reviews · 2021Pooled it
- Examining reach, dose, and fidelity of the "Girls on the Move" after-school physical activity club: a process evaluation.BMC public health · 2016Trial
- Process evaluation of the Bristol girls dance project.BMC public health · 2016Trial
- "I feel free": Experiences of a dance intervention for adolescent girls with internalizing problems.International journal of qualitative studies on health and well-being · 2016Trial
- Examining associations between school-level determinants and the implementation of physical activity opportunities.Translational behavioral medicine · 2024Article
- Feasibility of a peer-led, after-school physical activity intervention for disadvantaged adolescent females during the COVID-19 pandemic: results from the Girls Active Project (GAP).Pilot and feasibility studies · 2022Article
- Article
Corrections and comments
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Authors and funding
8 authors at 2 institutions in 1 country.
Funding
Abstract
objectiveTo consider implementation issues associated with the delivery of Bristol Girls Dance Project (BGDP) and to identify improvements that may aid the design of after-school physical activity (PA) interventions.
designTwo-armed cluster randomised control trial. The BGDP was a 20-week school-based intervention, consisting of two 75 min after-school dance sessions per week, which aimed to support Year 7 girls to be more physically active.
setting18 secondary schools (nine intervention, nine control) in the Greater Bristol area (as an indication of deprivation, children eligible for the pupil premium in participant schools ranged from 6.9 to 53.3%).
participants571 Year 7 girls. This article reports on qualitative data collected from 59 girls in the intervention arm of the trial, 10 dance instructors and 9 school contacts involved in the delivering of the BGDP.
methodsData were obtained from nine focus groups with girls (one per intervention school), and interviews with dance instructors and school contacts. Focus groups sought views of girls' motivation to participate, teaching styles and experiences of the intervention. Interviews explored views on implementation and dissemination. Framework analysis was used to analyse data.
resultsQualitative data elicited three themes associated with the delivery of BGDP that affected implementation: project design, session content and project organisation. 'Project design' found issues associated with recruitment, timetabling and session quantity to influence the effectiveness of BGDP. 'Session content' found that dance instructors delivered a range of content and that girls enjoyed a variety of dance. Themes within 'project organisation' suggested an 'open enrolment' policy and greater parental involvement may facilitate better attendance.
conclusionsAfter-school PA interventions have potential for increasing PA levels among adolescent girls. There is a need to consider the context in which interventions are delivered and implement them in ways that are appropriate to the needs of participants. TRIAL REGISTRATION NUMBER: ISRCTN52882523.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.