Table 1 Operationalisation of RE-AIM dimensions, data sources, outcome detail and analysis

Operationalisation

The estimated number, proportion and representativeness of students who were exposed to the iPLAY program.

Impact of the iPLAY program on student outcomes.

The total number and representativeness of schools and teachers that participated in the iPLAY program.

The extent to which the curricular and non-curricular components of the program were delivered as intended.

The extent to which the iPLAY program has become institutionalised in schools.

Proportion of teachers and leaders who completed iPLAY training modules.

Data sources

iPLAY workshop enrolment and website

Questionnaires were completed by a sub-sample of students from the implementation-effectiveness cohort: baseline (n = 5,315), 12- (n = 1,846) and 24-months (n = 1,302). These questionnaires were also completed by control group students from the cluster RCT (n = 643)

iPLAY website

iPLAY website

Interviews with teachers (n = 20), leaders (n = 12) and principals (n = 10) completed ~ 18-months from baseline

MySchool website (student enrolment data [by school] to evaluate implementation-effectiveness student characteristics)

Teacher demographics questionnaire (n = 1,359)

PE lesson observations (reported by iPLAY mentors)

MySchool website (school data, to evaluate school characteristics)

Outcome details

School details were collected via workshop enrolment and also via the iPLAY website during teacher training. These details were then utilised in conjunction with the MySchool website, to assess student characteristics. Characteristics included: gender distribution, SES, Indigenous status, and language background other than English.

Students’ self-reported: enjoyment of PE/sport, perceptions of needs support from teachers, typical physical activity participation, physical activity participation in the last week, organised sport participation (team and individual), active commuting to school, and subjective well-being (i.e., happiness and life satisfaction).

Characteristics of schools in the implementation-effectiveness study were collected via the MySchool database, and included school size, SES, location, proportion of non-English speaking and Indigenous students.

Curricular components

Quantity of PE and school sport- the number and proportion of teachers who reported at least 150 min of PE/school sport/week across all modules (i.e., up to 8 times, via website).

Extent to which iPLAY has become institutionalised in schools.

Semi-structured interviews were conducted with 43 participants. This included 14 teachers, 19 leaders and 10 principals from 18 schools (7 rural and 11 urban schools. Nine of the schools were classified as ‘high adopters’, 6 schools as ‘medium adopters’, and 3 schools as ‘low adopters’.

Quality of PE and school sport- the number and proportion of teachers who were rated > 3.0 /5 (average of 15 strategies) on the SAAFE evaluation checklist by mentors (i.e., at least 1 observation/teacher). Lessons were rated on 15 strategies that were aligned with the 5 SAAFE principles. Each strategy (e.g., teacher provided individual skill specific feedback) from 1 (not all true) to 5 (very true).

Characteristics of teachers were collected via survey prior to training, including: age, sex, years of teaching experience, and ethnicity.

Proportion of teachers who completed at least 50% of the 12 professional learning modules.

Classroom movement breaks- the number and proportion of teachers who provided > 10 activity breaks/week, self-reported at the start of each online learning module (via website).

Proportion of leaders who completed all 5 professional learning modules and attended at least one action plan meeting.

Physically active homework- the number and proportion of teachers who provided physically active homework once/week, self-reported at the start of each online learning module (via website).

Non-curricular components

Active playgrounds- number and proportion of leaders reporting the implementation of active playground strategies (reported by mentors).

Community physical activity links- number and proportion of schools that utilised Sporting Schools funding (reported by principals). Number and proportion of schools that had at least one teacher gain accreditation with a recognized sporting organisation (reported by leaders)

Parent and caregiver engagement- number and proportion who: (i) distributed iPLAY parent newsletters, (ii) held an iPLAY parental information session, and (iii) organised 1 physically active school fundraiser event (reported by leaders).