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Table 8 Parent- and child-reported satisfaction with TransformUs components (dichotomous outcomes) at T3 and T4

From: Is level of implementation linked with intervention outcomes? Process evaluation of the TransformUs intervention to increase children’s physical activity and reduce sedentary behaviour

Intervention component

N

Yes (%)

Intervention group

Group effect p-value

Adjusted Odds Ratiosa

PA-I

SB-I

SB + PA-I

SB-I vs PA-I

SB + PA-I vs PA-I

SB + PA-I vs SB-I

Yes (%)

Yes (%)

Yes (%)

OR (95% CI)

OR (95% CI)

OR (95% CI)

Parent satisfaction T3

  

Tot N = 93

Tot N = 85

Tot N = 85

    

Would like child to continue TransformUs?

263

71.1

79.6

69.4

63.5

0.092

0.57 (0.27, 1.23)

0.45 (0.21, 0.93)

0.78 (0.37, 1.61)

Parent satisfaction T4

  

Max N = 86

Max N = 59

Max N = 68

    

Would like child to continue TransformUs?

213

79.3

86

74.6

75

0.28

0.49 (0.19, 1.31)

0.50 (0.19, 1.30)

1.02 (0.42, 2.47)

aTransformUs strategies benefited child’s learning?

202

68.8

74.4

67.9

62.5

0.34

0.72 (0.31, 1.66)

0.57 (0.26, 1.22)

0.79 (0.34, 1.82)

Child satisfaction T3

  

Max N = 122

Max N = 115

Max N = 111

    

Somewhat/very much like standing during class?

188

68.6

52.6

79.5

0.001

3.53 (1.69, 7.35)

Easier/much easier to listen/do work when standing?

187

25.1

15.8

31.5

0.031

2.41 (1.08, 5.35)

Would like more standing lessons?

226

67.7

63.5

72.1

0.20

1.48 (0.81, 2.70)

Somewhat/very much like active breaks after sitting?

188

78.2

75.9

80

0.58

1.26 (0.56, 2.82)

Easier/much easier to listen/do work after active break?

188

54.8

50.6

58.1

0.34

1.38 (0.72, 2.65)

Somewhat/very much like active/standing homework?

229

64.6

69.7

53.2

63.3

0.21

0.50 (0.23, 1.07)

0.76 (0.36, 1.61)

1.52 (0.65, 3.54)

Easier/much easier to do homework when standing/active?

232

40.5

48.7

17.8

41.2

0.008

0.24 (0.10, 0.59)

0.75 (0.38, 1.47)

3.14 (1.18, 8.35)

Child satisfaction T4

  

Max N = 139

Max N = 91

Max N = 102

    

Somewhat/very much like standing during class?

142

78.2

86.6

70.7

0.038

0.37 (0.15, 0.95)

Easier/much easier to listen/do work when standing?

141

27

16.4

36.5

0.018

2.93 (1.20, 7.14)

Would like more standing lessons?

189

61.9

58.9

64.6

0.63

1.19 (0.59, 2.40)

Somewhat/very much like active breaks after sitting?

132

83.3

84.5

82.4

0.66

0.78 (0.27, 2.28)

Easier/much easier to listen/do work after active break?

136

46.3

37.7

53.3

0.12

1.80 (0.86, 3.75)

Somewhat/very much like active/standing homework?

107

57

58.3

52.4

57.7

0.92

0.79 (0.22, 2.83)

0.83 (0.25, 2.83)

1.06 (0.25, 4.48)

Easier/much easier to do homework when standing/active?

106

49.1

47.5

47.6

53.8

0.90

1.10 (0.33, 3.66)

1.33 (0.40, 4.47)

1.21 (0.29, 5.08)

aWould like more active breaks?

193

71.5

67

75.5

0.24

1.50 (0.76, 2.96)

  1. Total N and N Yes = Intervention groups combined. PA-I Physical activity intervention group, SB-I Sedentary behaviour intervention group, SB + PA-I=Combined physical activity and sedentary behaviour group. T3: 18-months (Nov-Dec 2011). T4: 30-months (Nov-Dec 2012). aBootstrapped logistic mixed models adjusted for school SES. Empty cells relate to questions not being asked of that group due to lack of relevance