Assessing the Acceptability of a Preschool-Based Multi-Component Physical Activity Intervention Entitled “I’m an Active Hero” (IAAH): Process Evaluation of a Feasibility Trial

TL;DR

A preschool-based physical activity program called 'I’m an Active Hero' was found to be acceptable to staff and parents, though some barriers like time and space constraints were identified.

Contribution

The study provides a process evaluation of a novel preschool-based physical activity intervention's acceptability and identifies barriers for future trials.

Findings

Preschool staff reported a 94.5% acceptability rate for the IAAH intervention.

Parents/caregivers indicated an 86% acceptance rate of the program.

Barriers included time constraints, spatial limitations, and policy conflicts.

Abstract

Background: Interventions within preschool settings have gained prominence due to the need to increase physical activity (PA) in early childhood. We first developed a 10-week preschool-based behaviour change intervention, guided by the UK Medical Research Council’s framework for complex interventions. We then conducted a cluster feasibility randomised controlled trial (RCT) among young children. Aim: This process evaluation was embedded within the cluster feasibility RCT and aimed to assess the acceptability of the 10-week IAAH intervention among both preschool staff and parents. Methods: The study utilised a mixed method, involving post-intervention questionnaires completed by preschool staff (n = 4) and children’s parents/caregivers (n = 9) and focus groups with preschool staff (n = 3) and parents/caregivers (n = 7). Quantitative data were analysed using SPSS to calculate acceptability scores, while qualitative data underwent thematic analysis using NVivo 12. Results: The intervention was well-received, with preschool staff reporting a 94.5% acceptability rate (mean score of 10.4 out of 11) and parents/caregivers indicating an 86% acceptance rate (mean score of 5.2 out of 6). Thematic analysis of focus group discussions revealed facilitators to intervention delivery, such as user-friendly materials and alignment with preschool curricula, and identified barriers, including time constraints, spatial limitations, and policy conflicts. Parental engagement was hindered by time restrictions, although the intervention materials were praised for their clarity and visual appeal. Conclusions: The findings suggest that the IAAH programme was acceptable to both preschool staff and parents. However, the identified barriers to intervention delivery and engagement should be addressed in the planning of a future cluster RCT to evaluate the efficacy of the intervention.