Teacher perceptions on adapting the implementation of the Win-LIFE health promotion intervention

Abstract

This study explored teacher perceptions on adapting the implementation of the WinLIFE (Wellness in Lifestyle, Intake, Fitness and Environment) health promotion intervention in a resource-constrained community near Bronkhorstspruit in Gauteng, South Africa. It forms part of a broader project at the University of Pretoria that commenced in 2013. The project focused on the development, implementation and potential effect of a school-based health promotion intervention and aimed to enrich the South African Grade 4 to 6 Intermediate Phase school curricula in Natural Sciences and Life Skills. I applied Bronfenbrenner’s bioecological model of development, implemented a qualitative research approach and utilised interpretivism as the epistemological paradigm. Following a combination of convenience and purposive sampling of the site and participants, I utilised a descriptive case study research design. The data was generated and documented through Participatory Reflection and Action (PRA) activities, observation-as-context-of-interaction, field notes, a reflective journal, audio- and visual material. I utilised inductive thematic analysis and identified three main themes and related subthemes. The first theme relates to factors that should be considered when the Win-LIFE intervention is adapted; the second theme addresses support required when the WinLIFE intervention is implemented; the third theme comprises recommendations to adapt the implementation of the Win-LIFE intervention. The findings indicate that teachers recognise the advantages a health promotion intervention can have on the different sub-systems of their community and believe that the intervention should be re-implemented. The involvement, collaboration and support from the school’s management team, other teachers, parents and external role-players in the community should be emphasised in future implementation of the intervention. Furthermore, the participants suggested adaptations in terms of the implementation process and timeframe, better alignment of the content with CAPS, practical learning activities and the language used during the intervention.