Table 3.
Qualitative data from initial piloting (YP young person, P parent, T teacher, INT interviewer)
| Theme | Quote |
|---|---|
| Global impression/initial impact | YP: … it was easy to understand, yeah it was good. |
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| YP: I think it is all very clear. It does make sense. | |
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| YP: It was good. Yeah it was good……. Taught you why to use it, well it didn’t really tell you how to use it, and it told you when to use it and when to | |
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| YP: It was good; it had a lot of information in it. | |
| INT: Yeah, was it too much? | |
| YP: No, honestly. | |
| Perceived Impact on Asthma Understanding | P: And especially the bit where it showed the little capillaries inside the canister… cause I think for children… to see it, so I think that actually just puts it in their head that there is actually something in there… so I felt that was really good, especially for wee ones. Just cause… you know, cause he was quite young when he got it, so I think that was quite… maybe it was more age for maybe seven or eight I think or even smaller it could be even more simplified, but I think it’s very good. |
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| INT: So how helpful did you find, in your own words, how helpful did you find the animation? | |
| YP: I found it quite helpful because it did explain to you well how you can do things if you have asthma, and even if you need to take your inhaler during it and you can still keep going. | |
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| YP: I think it (animation) has improved it (knowledge of asthma). | |
| INT: In what way? | |
| YP: What I know about asthma and what I think about it. | |
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| INT: was it too much information sometimes? | |
| YP: No, cause it maybe even better for more, like, what exactly happens, so it was very clear. | |
| P: I thought that was very good as well. | |
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| YP: … they described it well cause, like, it had the preventer and the reliever one, so it talked about the different ones, like, how they work. | |
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| YP: … like for me I knew all that already, but maybe someone that’s new to it, that would be helpful yeah, that would be helpful to someone that’s new. | |
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| T: What is actually happening in the body when that’s happening, I was interested to see that cause I didn’t know, just they had to take an inhaler but I know why. | |
| T: It was interesting to see that the reliever one, I presumed that they would use that after they started to feel… and it looked like it say no actually you take that before. | |
| Perceived relevance to self | YP: When I saw the one with Ajay, he did the one activity that I also do. |
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| INT: Was it too much information for them? | |
| P: I don’t think for a 12 year old, it’s quite basic, it’s quite basic for Sarah’s age and maybe to 18, but for kids and stuff I think it’s good. It was explained, it simplified it down which was good and it showed you how… would work. | |
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| INT: What did you think about the sound, you know, when he was a bit wheezy? | |
| YP: I sort of recognised it straight away. | |
| INT: Was it very life like? | |
| YP: Distinctive. | |
| Perceived Impact on Intentions | INT: So would you consider being more physically active, but I guess you have to talk with your GP or your health professionals and things before that, but your view of physical activity and asthma, d’you find it difficult? |
| YP: Yeah I find it quite difficult to do stuff like that but watching that, telling you what to do and stuff before sport and stuff. | |
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| INT: Okay. And after viewing the animation, do you think you’re more motivated to be more physically active? | |
| P: Definitely. | |
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| INT: So would you say you’re more motivated to encourage children to take part in physical activity even though they have asthma? | |
| T: Yeah, wouldn’t feel as awkward about approaching them, yeah, feel more confident. | |
| T: And I would say after, like I said, five minutes saying ‘come on then, come back in now, come and try again now’. | |
| T: Even more so I’d be more inclined to speak or have a chat more with whoever’s got asthma now and just understand a bit more about their own individual case. | |
| Suggested Improvements | YP: Maybe include another activity, just something that you do in everyday life. |
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| YP: Maybe another character that you wouldn’t think about having asthma. | |
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| T: Like swimming or something. | |
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| T: And perhaps more emphasis on the benefits of exercise. | |
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| P: I would’ve made it a blue inhaler cause that’s, like, quite a common one and everyone sort of has the blue one, so I would’ve made that blue, but that was it, everything else was fine. | |
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| YP: And maybe one (character) that’s a bit heavier ‘cause if they’re on steroids then they do… | |
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| P: Yeah, well if you added more activities, maybe some more characters, that would be it, it’d be fine, but like make it a blue inhaler, I would make it a blue inhaler or even, like, show two inhalers. | |
| Perceived Clinical Appropriateness, Usefulness | T: Yeah, you could do it through a health and wellbeing, part of your topic type of thing as well, talking about benefits of exercise, everybody can take part in exercise and… asthma can take part, and then if someone’s going to take an inhaler they’re not like ‘oh what are they doing over there?’ they know, they understand it as well so it’s educating everybody, not just those with asthma. |
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| T: No, I mean, if a class teacher saw this, say, once a year and you could say to them ‘listen, we’re doing a continual run or a fitness circuit for the next few blocks, definitely maybe make them bring them’. As I say, I’ve got lots of schools where the puffers are in an office, bring them so they’re here and, you know, some kids if they want to take it preventative, ‘cause they know more. |