Through incorporating evidence, research & evaluation into what we do, we can have a bigger impact both here and now, and in supporting whole systems approaches to physical activity in the future and in other areas. We improve what we do in the design stage by learning from evidence from practice locally, and from wider literature and policy guidance. Our approach to developing local actions plans is a great example of this. We improve what we do as we are doing it by embedding evaluation and learning processes into our delivery and reflecting on what is working and not working and why and adapting our practice. Use of Ripple Effects Mapping with the core team, in our neighbourhoods, and with our strategic partners is a great example of this.
Through evaluation we develop evidence for our programmes which makes it easier to attract longer-term funding, as well as being able to share our learning with others to help improve approaches to physical activity in other localities as well as nationally and internationally. We have conducted what is called a quasi experimental control trial to understand the effectiveness of JU:MP. This involves taking measures of children’s physical activity from children who are part of JU:MP and those who aren’t before and after JU:MP, so that we can say with certainty whether and to what extent JU:MP increases physical activity. This is crucial for influencing policy makers around the value of investing in whole systems approaches for PA. We are also conducting a process evaluation which includes things like interviews, focus groups, ripple mapping, and surveys, so that we can understand what works or doesn’t work, for who, and in what context. This allows us to understand HOW things work, which is key for maximising impact when thinking about scaling up or rolling out our approaches in other areas.
We have a research team who are experts in different research approaches and methods, but we take a research-practice approach whereby research and evaluation is everyone’s business. For example, commissioned partners completing monitoring and evaluation reports. This is important to facilitate sustainability of working in an evidence-informed, and reflective way amongst the team and our wider partners. We have held training with partners with an aim to shift attitudes towards evaluation and learning from a ‘tick box’ exercise to being inherently valuable. Ripple effects mapping has been a particularly effective tool for engaging stakeholders in evaluation and learning, which is a visual participatory method to mapping activities and impacts over time. It allows stakeholders to see progress and impacts of their collective action and thus can have a motivating effect, whilst also helping the group to reflect and plan for where to invest time and resource moving forwards.
We have learning processes in place that involve the whole team. Every few months we engage in group discussions in core team meetings, to reflect on emerging research findings, and make changes to what we do and how we work based on this. We facilitate regular communities of practice with our wider partners so that everyone can share and learn from each other. Children and families are also central to our research and evaluation. A great example of this is a citizen science project delivered over 12 months. We worked closely with four teenage girls to understand their physical activity experiences. Based on their interests, we supported two of the girls to implement a ‘girls park takeover’ to encourage more teenage girls from their Madrassah to access and play in their local park.
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