ArticleInternational journal of environmental research and public health2022
A Kirkpatrick Model Process Evaluation of Reactions and Learning from My Strengths Training for Life™.
Article in International journal of environmental research and public health, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers, 1 of them a synthesis that pooled it.
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Who cites it
3 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Mapping characteristics of mental skills training interventions in dance using TIDieR: a mixed-methods systematic review.BMJ open · 2025Pooled it
- Comparison of Arterial Puncture Skill Improvement Between Training with an Arterial Puncture Part-Task Trainer Simulator and Conventional Training in Fifth-Year Medical Students: A Pilot Study.Advances in medical education and practice · 2026Article
- Reliability and validity of applying Kirkpatrick model for evaluating exercise rehabilitation program.Journal of exercise rehabilitation · 2025Article
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Underpinned by the New World Kirkpatrick model, and in the context of a community-based sport psychology programme (My Strengths Training for Life™) for young people experiencing homelessness, this process evaluation investigated (1) young peoples' reactions (i.e., program and facilitator evaluation, enjoyment, attendance, and engagement) and learning (i.e., mental skills and transfer intention), (2) the relationship between reaction and learning variables, and (3) the mediators underpinning this relationship. A total of 301 young people living in a West Midlands housing service completed questionnaires on demographics and reaction and learning variables. Higher levels of programme engagement were positively associated with more favourable reactions to the programme. Enjoyment positively predicted learning outcomes, which was mediated by transfer intention. Recommendations are made for (1) a balance between rigor and flexibility for evaluation methods with disadvantaged youth, (2) including engagement as well as attendance as indicators of meaningful programme participation, (3) measuring programme experiences (e.g., enjoyment) to understand programme effectiveness, and (4) providing opportunities for skill transfer during and after programme participation. Our findings have implications for researchers, programme commissioners, and policymakers designing and evaluating programmes in community-based settings.
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Registered trials
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