Table 6.
Fidelity: theoretical integrity - % (n) of selecting ‘agree a little’ or ‘agree a lot’
| Item | Theoretical constructs | Year 1 | Year 2 | Year 3 | Total | ||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Process evaluators | Girls | Coaches managers | Process evaluators | Girls | Coaches managers | Process evaluators | Girls | Coaches managers | Process evaluators | Girls | Coaches managers | ||
| Gave girls some choice | SDT: autonomy | 63.7 % (14)* | 67.1 % (112) | 91.7 % (11) | 85.7 % (30) | 73.3 % (96) | 84.2 % (16) | 94.4 % (34) | 81.7 % (125) | 87.5 % (21) | 83.9 % (78) | 73.8 % (333) | 87.2 % (48) |
| Used positive praise to reinforce good performance/behavior | HPM: self-efficacy & social support SDT: motivation | 81.9 % (18)* | 88 % (147)* | 100 % (12) | 94.3 % (33) | 87.8 % (115) | 100 % (19) | 100 % (36) | 92.2 % (141) | 100 % (24) | 93.5 % (87) | 89.4 % (403) | 100 % (55) |
| Served as good role model for PA | HPM: modeling | 81.8 % (18) | 68.9 % (115)* | 83.3 % (10) | 97.2 % (34) | 84 % (110) | 94.8 % (18) | 91.6 % (33) | 75 % (130) | 83.4 % (20) | 91.4 % (85) | 78.7 % (355) | 87.3 % (48) |
| Emphasized the need to be physically active outside the club. | HPM: norms | 18.2 % (4)* | 80.2 % (134)* | 100 % (12) | 74.3 % (26) | 86.3 % (113) | 94.8 % (18) | 94.5 % (34) | 90.2 % (138) | 100 % (24) | 68.9 % (64) | 85.4 % (385) | 98.2 (54) |
| Made the club fun for the girls. | HPM: enjoyment | 100 % (22) | 79.6 % (133)* | 100 % (12) | 100 % (35) | 93.1 % (122) | 100 % (19) | 97.2 % (35) | 94.8 % (271) | 100 % (24) | 98.9 % (92) | 89.7 % (400) | 100 % (55) |
| Motivated each girl to increase her MVPA in the PA club. | HPM: social support SDT: motivation | 81.9 % (18) | 83.8 % (140)* | 100 % (12) | 97.1 % (34) | 86.3 % (113) | 94.8 % (18) | 97.2 % (35) | 90.2 % (138) | 100 % (24) | 93.5 % (87) | 86.7 % (391) | 98.2 %(54) |
| Helped each girl feel connected to others in the club. | HPM: benefitsSDT: relatedness | 77.3 % (17)* | 81.9 % (120)* | 91.6 % (11) | 100 % (35) | 83.2 % (109) | 100 % (19) | 97.2 % (35) | 86.9 % (133) | 100 % (24) | 93.5 % (87) | 80.3 % (362) | 98.2 % (54) |
| Helped each girl increase her skills for doing physical activity or sports. | HPM: benefits, self-efficacy, & barriers SDT: competence | 81.9 % (18) | 83.2 % (139)* | 58.4 % (7) | 91.4 % (32) | 85.5 % (112) | 68.4 % (13) | 97.2 % (35) | 85 % (230) | 91.7 % (22) | 91.4 % (85) | 86.9 % (392) | 76.4 % (42) |
| Helped girls increase their PA | HPM: social support | __ | 86.8 % (145) | 75 % (9) | __ | 89.3 % (117) | 94.8 % (18) | __ | 88.9 % (136) | 91.7 % (22) | __ | 88.2 % (398) | 89.1 % (49) |
| Helped girls see a lots of reasons for doing PA | HPM: benefits | __ | 80.2 % (134)* | 100 % (12) | __ | 86.3 % (113) | 94.8 % (18) | __ | 90.2 % (138) | 100 % (24) | __ | 85.4 % (385) | 98.2 % (54) |
| Helped girls solve problems that stop them from being active | HPM: barriers | __ | 71.3 % (119) | 100 % (12) | __ | 82.4 % (108) | 94.8 % (18) | __ | 78.4 % (120) | 95.8 % (23) | __ | 76.9 % (616) | 96.4 % (53) |
Note. Survey items related to the theoretical constructs differed slightly for each of the 3 groups. The specific survey items that each group responded to are depicted in Table 2
*Significant at p < .05 when comparing to years 2 and 3