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Lead! Achieve! Mentor! Activate!) and BLAST (Boys! Lead! Activate! Succeed Together!) School Connectedness, Peer Leadership and Physical Activity Transition Program - Article 3","","This study investigates the effects of the GLAMA and BLAST controlled 8-week peer-led stealth intervention on school connectedness and physical activity self-efficacy (PASE). Sessions were delivered during curriculum time in an Australian state secondary school, involving 49 Year 10 student leaders and 206 Year 7 students. Year 7 school connectedness declined in both control and intervention groups (p\u003C.001). Baseline social self-efficacy predicted change (p\u003C.001), while PASE increased in both schools, with the intervention improving more (p=.054). 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Lead! Achieve! Mentor! Activate!) and BLAST (Boys! Lead! Activate! Succeed Together!) School Connectedness, Peer Leadership and Physical Activity Transition Program  \nKate A. Jenkinson  \nRMIT University, [kate.jenkinson@rmit.edu.au](kate.jenkinson@rmit.edu.au)  \nGeraldine Naughton  \nAustralian Catholic University, [geraldine.naughton@acu.edu.au](geraldine.naughton@acu.edu.au)  \nAmanda C. Benson  \nSwinburne University of Technology, [abenson@swin.edu.au](abenson@swin.edu.au)  \nRecommended Citation  \nJenkinson, K. A., Naughton, G., & Benson, A. C. (). A Stealth Intervention: The GLAMA (Girls! Lead! Achieve! Mentor! Activate!) and BLAST (Boys! Lead! Activate! Succeed Together!) School Connectedness, Peer Leadership and Physical Activity Transition Program. Australian Journal of Teacher Education, 43 (1).  \nRetrieved from [http://ro.ecu.edu.au/ajte/vol43/iss1/3](http://ro.ecu.edu.au/ajte/vol43/iss1/3)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol43/iss1/3](http://ro.ecu.edu.au/ajte/vol43/iss1/3)  \nAustralian Journal of Teacher Education  \nA Stealth Intervention: The GLAMA (Girls! Lead! Achieve! Mentor! Activate!) and BLAST (Boys! Lead! Activate! Succeed Together!) School Connectedness, Peer Leadership and Physical Activity Transition Program  \nKate A Jenkinson  \nRMIT University  \nGeraldine Naughton  \nAustralian Catholic University  \nAmanda C Benson  \nSwinburne University of Technology  \nRMIT University  \nAbstract: This study investigated the effects of the GLAMA (Girls!  \nLead! Achieve! Mentor! Activate!) and BLAST (Boys! Lead! Activate! Succeed Together!) controlled 8-week peer-led stealth intervention on school connectedness and physical activity self-efficacy(PASE). The GLAMA and BLAST sessions were conducted during curriculum time in an Australian state secondary school by 49 Year 10 student leaders  \nand 206 Year 7 students. Year 7 school connectedness decreased in  \nboth the control and intervention schools (p\u003C.001). Baseline social  \nself-efficacy was the largest single predictor of change in Year 7  \nschool connectedness (p\u003C.001). PASE increased in both schools over  \nthe 8-weeks (p=.054), with the intervention school improving more.  \nSchool connectedness may require greater time to elicit positive  \nchanges and integrated curriculum approaches that include ongoing  \npeer mentoring are warranted. As school connectedness is a  \nprotective factor for many public health outcomes, a stealth approach  \nrequires further investigation particularly exploring the role of  \nprocess motivators.  \nBackground  \nThe transition of students from primary to secondary school, a time of change in an adolescents’ personal, social and cognitive development is often supported in Australia by programs such as the Peer Support Program (PSP) (Coffey, 2013; Ellis, Marsh, & Craven, 2009; Peer Support Australia, 2001) . Schools usually modify and adapt the program to suit school contexts and needs. Developed by Peer Support Australia (2001), the program content covers issues relevant to adolescents during their transition to secondary school such as group decision making, problem solving, and the development of support networks in the new school environment (Peer Support Australia, 2001) . The secondary school program usually consists of one module of eight sessions, 40 minutes in duration, and takes place once per week over the first term of the school year (Ellis et al., 2009; Peer Support Australia, 2001) .  \nCommonly called a transition program, as the new students transition from Year 6 in primary school to Year 7 in secondary school, the aim of such programs is to provide a‘buddy’ or ‘mentor’ system in which older more experienced students (usually Year 10/11) assist younger inexperienced students (Year 7) to adapt to their new school environment. Mentoring/tutori","cbCaieyWOqOWlvqp","https://ap.wps.com/l/cbCaieyWOqOWlvqp","pdf",636094,25,"English","# Abstract\n## Background\n## Transition programs and school connectedness\n## Protective factors and related outcomes","[{\"question\":\"What intervention were tested in the study?\",\"answer\":\"The study tested a controlled 8-week peer-led stealth intervention consisting of GLAMA for girls and BLAST for boys.\"},{\"question\":\"How was the intervention implemented and who participated?\",\"answer\":\"GLAMA and BLAST sessions were conducted during curriculum time in an Australian state secondary school, involving Year 10 student leaders and Year 7 students.\"},{\"question\":\"What were the key outcomes for school connectedness and PASE?\",\"answer\":\"Year 7 school connectedness decreased in both control and intervention schools, while PASE increased in both groups with a greater improvement in the intervention school.\"}]","A Stealth Intervention: The GLAMA (Girls! Lead! Achieve! Mentor! Activate!) and BLAST (Boys! Lead! Activate! Succeed Together!) School Connectedness, Peer Leadership and Physical Activity Transition Program - Article 3 | PDF",1792077917,63]