- Title
- More than just a physical activity program: a mixed-methods evaluation of the broader impact of the Dads And Daughters Exercising and Empowered (DADEE) program
- Creator
- Pollock, Emma Reid
- Relation
- University of Newcastle Research Higher Degree Thesis
- Resource Type
- thesis
- Date
- 2022
- Description
- Research Doctorate - Doctor of Philosophy (PhD)
- Description
- Background: Mental health disorders and physical inactivity are global health concerns, particularly for girls. Fathers play an important role in promoting girls’ positive mental health and physical activity outcomes. The Dads And Daughters Exercising and Empowered (DADEE) program was a world-first physical activity program to specifically target fathers and their daughters. The DADEE research program consisted of three phases: (i) a pilot randomised controlled trial (RCT); (ii) a community RCT; and (iii) a dissemination trial. A major component of the dissemination phase was a novel work-integrated learning university course for student teachers. Primary research aim and key objectives: The primary aim of this thesis was to examine the broader impact of the DADEE program, beyond changes in physical activity. More specifically, the four objectives of this thesis were to: (1) identify the impact of the DADEE program on girls’ social-emotional well-being in the pilot RCT; (2) explore fathers’ perceptions of the impact of the DADEE program on family functioning and psychosocial outcomes for girls using qualitative methods from the pilot RCT; (3) evaluate the effect of the DADEE program on daughters’ social-emotional well-being when delivered by trained facilitators in the community RCT; and (4) investigate the impact of the DADEE university course on preservice and inservice teachers’ attitudes towards gender equity in physical activity and sport. Methods: To address these objectives, this thesis presents a series of manuscripts using a mixed methods approach. Objective 1: In the pilot RCT, data were collected from 115 fathers and 153 primary school-aged daughters pre- and post-program and 9-months follow-up, and were analysed using linear mixed models. Daughters’ social-emotional well-being was measured using the validated Devereux Student Strengths Assessment (DESSA). Other outcomes included father–daughter relationship quality, and father involvement and parenting practices. Objective 2: Twenty-three semi-structured one-on-one interviews were conducted with a random sample of intervention fathers from the pilot RCT and analysed using a mixed inductive and deductive approach. Objective 3: Data were collected from 158 fathers and 193 primary school-aged daughters from the community RCT pre- and post-program, and analysed using linear mixed models. Daughters’ social-emotional well-being was measured using the DESSA from the father and mother perspective. Other family-related outcomes included father–daughter relationship quality, co-parenting, family well-being, and father involvement and parenting practices. Objective 4: Findings were presented via two studies using mixed methods. In Study 1, 40 preservice teachers completed the Implicit Association Test and explicit attitude measures before and after the university course. Study 2 used focus group interviews with 24 preservice and current teachers, which were analysed using an inductive approach. Results: Significant improvements in daughters’ social-emotional well-being and some family-related outcomes (e.g., father–daughter relationship and fathering warmth) were found in both the pilot and community RCTs with comparable effect sizes. Across both studies, mixed and limited effects were observed for fathers’ inductive reasoning, daughters’ emotional difficulties, global self-perception, and self-reported self-esteem and family-related well-being. However, in-depth interviews with fathers showed the nature of improvements in their daughters’ social-emotional well-being, their involvement with their daughter, parenting practices, family relationships and dynamics, and their understanding of gender stereotypes and gender bias. Finally, the university course significantly reduced teachers’ negative attitudes towards girls and physical activity, although changes in negative attitudes towards girls and coordination were slightly weaker. Notably, teachers involved in the university course and DADEE program gained awareness and skills to promote gender equity and address gender-related issues in schools and in the community. Conclusion: In addition to improved physical activity, this thesis has demonstrated that the DADEE program has far-reaching benefits for daughters’ social-emotional well-being and family relationships. There is also promising evidence of the program and university course improving fathers’ and teachers’ attitudes towards girls and physical activity, and perceptions of gender equity in schools and the broader community. These findings have broad ranging implications for optimising mental health and physical activity in girls, and challenging traditional social norms that limit girls’ opportunities to thrive.
- Subject
- fathers; daughters; thesis by publication; physical activity; social-emotional well-being; family relationships; teachers; gender bias; gender equity; mixed methods; community-based intervention
- Identifier
- http://hdl.handle.net/1959.13/1508778
- Identifier
- uon:56157
- Rights
- Copyright 2022 Emma Reid Pollock
- Language
- eng
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| Thumbnail | File | Description | Size | Format | |||
|---|---|---|---|---|---|---|---|
| View Details Download | ATTACHMENT01 | Thesis | 5 MB | Adobe Acrobat PDF | View Details Download | ||
| View Details Download | ATTACHMENT02 | Abstract | 374 KB | Adobe Acrobat PDF | View Details Download |