The Broadneck Baseball and Softball Club’s Healthy Athlete’s Program complete and acceptable delivery will consist of elements similar to the example provided in the Suanders et al., (2005) article, having an environmental component, a curriculum component and a training component.
The Environmental Component
There will be an advisory team for grades k to1st, 2nd to 3rd, 4th to 5th, 6th to 7th, and 8th grade and up. Ideally these teams will include a lead advisor, administrative assistant (also handling budget items, curriculum specialist and communication liaison. These teams will be dedicated to organizing and overseeing that developmentally appropriate nutrition lessons are provided along with gathering and documenting data through the duration of the program. These teams will be responsible for scheduling and securing the space for lessons, gathering materials and equipment for the instructors and communicating, collaborating, and supporting the stakeholders, coaches, players and their families (McKenzie, et al. 2016).
The Curriculum Component
Nutrition modules will be prepared with lessons that will last anywhere from 4-6 weeks each. The time and content depth will vary depending on grade-level and ideally, each lesson will include a “hook” into the content (securing guest speakers whenever possible), time for direct instruction, hands on experiences, independent learning and an evaluation piece that will be more formative in nature than summative. There will be time for collaboration within the sessions and when at practices, complimented with paper/pencil tasks, technology integration, competition, the arts and an opportunity to raise nutrition awareness to the community through PSA’s (public service announcements).
Module 1-Impact of Diet on Athletic and Academic Performance
- Instructors will explain what occurs when an athlete’s diet is energy dense instead of nutrient dense
- Coaches and players will record their dietary patterns, clarity/alertness and energy levels for several weeks
- Instructors will lead session that allow for open discussion based on the data gathered
- Instructors will provide time for the players and coaches to create a pledge to themselves and team to be a “positive player in their health” choosing to eat more nutritious foods to fuel academic and athletic performance
Module 2-Building Nutrition Literacy Skills
- Instructors will provide information on macro/micronutrients and their overall importance on the body and mind
- Instructors will introduce the “Dietary Guidelines” to players and coaches demonstrating how to interpret the document
- Instructors will describe how an athletes’ diet is different from a non-athlete
- Players and coaches will create a personalized list of foods that will support proper amounts of macro/micronutrients
- Players and coaches will create a PSA or poster advertisement advocating for healthy eating (this will be displayed or aired throughout the community)
Module 3-Social Influences on Dietary Habits
- Instructors will provide information on social influences and will have open discussions with players and coaches
- Instructors will have players and coaches view many video scenarios about social influence and food while supporting meaningful conversation
- Instructors will direct role-playing scenarios with reflection after each role-play opportunity
- Players and coaches will equip themselves with 2-3 strategies to turn down energy dense foods when in social situations
Module 4-SMART Goal Setting for Optimal Athletic and Academic Performance
- Instructors will explain the idea behind SMART goals and demonstrate how to create one
- Instructors will guide players and coaches through creating one SMART goal based on increasing nutrient dense foods into their diets
- Players and coaches will make a pledge to do their best to stay with their SMART Goal
The Training Component
Each member of an advisory team will go through an interview process and be carefully screened to assure they have the skills, communication and competency needed to be an effective part of the team leading to program success. They will be provided training two to three months prior to the launch of the program and the training will be completed by program directors. Continuous support of the advisory teams will be provided throughout the program.
Training Highlights (Advisory Team Members):
- Team members roles and responsibilities
- Team and Program Norms (Mission Statement and Goals)
- Budget and securing funds, managing donations, fees, grants, scholarships
- Securing materials, equipment, locations for sessions
- Curriculum Writing
- Community Outreach/Volunteers
- Lead Advisor training (Staff handbook/Waiver/Safety Plan)
- Gantt Chart
- Weekly Team Meetings (Structure and Function)
Instructors will apply to lead specific modules and pre-screened through an interview process. They will be a mix of volunteers (from local universities/colleges and high schools) as well as nutrition educators and dieticians from the local area.
Training Highlights (Instructors & Volunteers):
- Program Mission and Goals—their role
- Adequate differentiation skills (modifying the assignment to meet the learners needs)
- Engaging lessons w/ structure based on the module they are teaching (materials will be reviewed)
- Communication to parents/guardians (extensions from what was learned, etc.)
- Cultural Sensitivity
- Behavior management
- Relationship Building
- Formative/Summative Evaluation Methods
Process Evaluation Questions:
|
Target of Question |
Process-Evaluation Questions -Saunders et al. (2005)- |
Method of Assessment for the Question(s) -Saunders et al. (2005)- -McKenzie et al. (2017)- |
Resources Required -Saunders et al. (2005)- -McKenzie et al. (2017)- |
|
Activities |
-Did the activities in the modules match the indented goals and objectives of the program?
-Did the module activities lend themselves to authentic learning experiences that can be tied into the real world?
-Were the module activities culturally sensitive and modified to meet the needs of the learner? |
-Focus Group
-Quality Circles
-Quality Circles |
-Advisory Teams/Instructors/Time/Space/Computer
-Advisory Teams /Instructors & Volunteers/Time/Space/Computer
-Advisory Teams/Instructors & Volunteers/Time/Space/Computer
|
|
Reach |
-How many members of the BBSC’s Healthy Athletes Program were offered the opportunity to participate in the program? (Saunders et al., 2005)
-How many members of the BBSC actually participated in the program? -How many members of the BBSC participated in each session held?
-Was the curriculum delivered to at least 85% of the softball players and 85% of the baseball players that were involved with the BBSC’s Healthy Athlete’s Program? |
-Registration Information received from BBSC for the current total number of players in the BBSC program
-Final Count of Players Registered for the Program -Session Attendance Rosters
-Finalized Session Attendance Rosters |
-Advisory Team/Computer/Space/Time
-Advisory Team/Computer/Time/Space -Instructors & Volunteers/Computer/Time
-Program Managers/Advisory Team/Computer/Time/ Space |
|
Fidelity |
-Was the BBSC’s Healthy Athlete’s Program implemented with the underlying theory, mission statement and goals in mind? (Saunders et al., 2005)
-Was the intended training of advisory team members for the BBSC’s Healthy Athlete’s Program completed with the underlying theory, mission statement and goals in mind?
-Was the intended training of the instructors/volunteers for the BBSC’s Healthy Athlete’s Program completed with the underlying theory, mission statement and goals in mind? |
-Direct Observation/Protocol Checklist
-Expert Panel Review
-In-Depth Interviews |
-Program Managers/Advisory Teams/Walk-Through Checklist/Time/Computer
-Panel Professionals/Time/Space/Computer
-Program Managers/Advisory Teams/ Time/Space/Computer/Coordination with Police Department for background checks |
|
Context |
Organizational (Saunders et al., 2005)
–-Did the BBSC coaches work with advisory team planners to schedule session times with their teams on a regular basis (once per week for the duration of the program)?
Community –Did locations that donated space for classes follow through on their donation contract? –What were limitations that interfered with the facilities use?
-To what extent are parents/guardians involved with the BBSC’s Healthy Athlete’s Program?
Other -Were there barriers within advisory committees/teams that prohibited collaboration? -Were there barriers that did not allow for full implementation of the BBSC’s Healthy Athlete’s Program?
-Were there facilitators that influenced the implementation of the BBSC’s Healthy Athlete’s program? |
–Protocol Checklist
-Protocol Checklist
-Focus Groups
-Surveys
-Surveys
-Focus Groups
-Focus Groups |
–Advisory Teams/Time/Computer
-Advisory Teams/Time/Computer
-Program Managers/Advisory Teams/Space/Time/Computer
-Advisory Teams/Instructors & Volunteers/ Time/Space/Computer
-Program Managers/Time/Space/Computer
-Program Managers/Advisory Teams/Instructors & Volunteers/Time/Space/Computer
-Program Managers/Advisory Teams/ Instructors & Volunteers/Time/Space/Computer |
|
Program Management (Recruitment) |
-“What planned and actual recruitment procedures were used to attract individuals, groups or organizations to the BBSC’s Healthy Athlete’s Program?”(Saunders et al., 2005)
-What were barriers to recruitment for participation in the BBSC’s Healthy Athlete’s Program?
-Were there issues with registration to the BBSC’s Healthy Athlete’s Program?
-How were stakeholders encouraged to remain with the program (procedures/incentives, etc.)?
-If there were barriers to maintaining stakeholders, what were they? |
-Advisory Teams Documentation of all recruitment activities
-Focus Groups
-Focus Groups
-Quality Circles
-Surveys
|
-Advisory Teams/Time/Space/Computer
-Program Managers/Advisory Teams/Time/Space/Computer
-Program Managers/Advisory Teams/Time/Space/Computer
-Program Managers/Advisory Teams/Time/Space/Computer
-Advisory Teams/Time/Space/Computer |
|
Dose Delivered |
-“To what extent were all of the modules components provided to the BBSC’s Healthy Athlete’s Program participants?” (Saunders et al., 2005)
-To what extent were all of the program’s materials used?
-To what extent were all of the programs strategies/activities and incentives used?
-To what extent was the program’s content covered for each lesson within each module for the BBSC’s Healthy Athlete’s Program?
-Were the module/session activities delivered by a qualified instructor? |
-Survey
-Protocol Checklist
-Focus Group
-Focus Group
– Telephone Interview |
-Instructors & Volunteers/Time/Space/Computer
-Advisory Team/Time/Space/Computer
-Advisory Teams/Instructors & Volunteers/Time/Space/Computer
-Advisory Team/Instructors & Volunteers/Time/Space/Computer
-Advisory Teams/Applicants resume/Time/Phone/Space/Computer |
|
Dose Received |
-“To what extend were BBSC’s Healthy Athlete’s Program participants actively engaged in the activities?”(Saunders et al., 2005)
-How did BBSC’s Healthy Athlete’s Program participants react to lessons and activities presented to them?
-To what extent did the BBSC’s Healthy Athlete’s Program participants engage in follow-up behaviors?
-Were the BBSC’s Healthy Athlete’s Program instructors satisfied with the curriculum training they were given?
-Were BBSC’s Healthy Athlete’s Program players, coaches and families satisfied with the program ?
-Has there been an increase of nutrition awareness based on the modules presented to the BBSC coaches and athletes? |
-Direct Observation
-Informal Interviews
-Key Informant Interviews
-Survey
-Program Evaluation
-Program Evaluation |
-Advisory Team/Time/Computer/Walk Through Checklist
-Instructors/Time/Computer/Space
-Advisory Team/Instructors & Volunteers/Coaches/Parents & Guardians/Time/Space/Computer
-Advisory Teams/Instructors & Volunteers/Time/Computer
-Advisory Teams/Players/Coaches/Families/Time/ Technology Access/Wi-Fi
-Program Directors/Advisory Teams/ Time/Space/Computer |
The Final Process-Evaluation Plan
Based on the needs of the priority population, the process evaluation methods described in the table above and as stated by Saunders et al. (2005), “…the most appropriate data sources have been identified”. Those range from observation, surveys, focus groups, quality circles, interviews and checklists that support the delivery of instruction. These data sources will enhance the content being delivered by instructors and volunteers as well as learned by the players (program participants) which in turn will support the indented behavior change of the program, increasing healthy eating.
The targets that appear to best fit with the identified data sources to support instructors, volunteers and players are dose delivered and dose received closely followed by activities, fidelity and reach with a focus on curriculum and program supports for instructors and volunteers. An example of a dose received process evaluation question would be, “How did BBSC’s Healthy Athlete’s Program participants react to lessons and activities presented to them?” and the most appropriate method to assess this process evaluation question would be through observation with a walk-through checklist. As far as dose delivered an example of a process evaluation question here would be, “To what extent were all of the programs strategies/activities and incentives used?”, the best fit assessment in this case would be that of qualitative/formative such as a focus group.
Using a variety of evaluation measures from formative to summative along with qualitative and quantitative measures provides a range of data sets for analyses purposes and measure a programs’ effectiveness but also requires that protocols be developed and pilot-tested before program launch. Protocols would need to be created for prior data sources mentioned to properly address the intended targets. All stakeholders would be part of the development process to assure investment, equity, create a sense of ownership and motivation to remain involved. By creating protocols ahead of time and pre-testing the measurement items, data collection can be completed in a timely fashion with integrity, validity and reliability.
References
McKenzie, J. F., Neiger, B. L., & Thackeray, R. (2017). Planning, Implementing, and Evaluating Health Promotion Programs. A Primer. (7th Ed.) United States. Pearson Education, Inc.
Saunders, R.P, Evans,M.H., & Joshi,P. (2005). Developing a process-evaluation plan for assessing health promotion program implementation: A how-to guide. Society for Public Health Education, 6(2), 134-147. DOI 10.1177/1524839904273387