Strategies for Seniors and Sport Conference Berlin - May 2004 Bob Laventure

1. “Someone Like Me !”(The Senior Peer Physical Activity Motivator Programme)an example of programme design Strategies for Seniors and Sport Conference Berlin - May 2004 Bob Laventure

2. Planning and design for a National Seniors Programme Summary of presentation • The work of the BHF National Centre • Using an evidence based model for programme planning and design • What have we learned ?

3. The work of the BHF National Centre at Loughborough University • Support for professionals (National Forum Conference events Sept 2001, Regional seminars, National Coalition 2004) • Resource development (ACTIVE for LATER LIFE) • Programme development e.g. Senior Peer Mentoring programme, Moving More Often

4. Someone Like Me ! A national programme • Uses seniors as peer health mentors • Training senior mentors to motivate other seniors to become physically active • National training and education programme delivered by local agencies (training cascade

5. Using a evidence based model for programme planning and design • Define the issue • Review evidence available • Quantify the issue • Develop programme options • Develop an action plan • Evaluate the programme Brownson et at 1999

6. Defining the issue Programme rationale • The majority of older people are inactive and inactivity increases with age • Older people require encouragement to make their own decisions about becoming more active and improving the quality of their lives • Other services e.g. Primary Health Care are not always able to undertake this role • Older people have the potential and skills to help other older people and when trained to carry out such a task, can make a significant impact • Training needs to be made accessible to local programmes

7. 2. Review the evidence available Collect important learning from • Reviews Evidence of effectiveness (King et al 1999, Stewart et al, 2001, Stevens et al 2002.) Evidence of barriers that older people face (Finch 1997, O’Brien Cousins 2003) Process based evidence (BHF 2003) • Lessons from previous and current practice e.g. generic mentoring - Age Concern, Beth Johnson Foundation. British Heart Foundation Highlight and draw on key components of success

8. 3. Quantify the issue How important is this locally ? • Use evidence to make the case for all older people • Explore potential to involve a range of players • Audit current activity (including professional skills) e.g. who best positioned to lead local programme • Ensure link to national and local strategic thinking and policies

9. 4. Developing a programme of strategic activity • Agreement between national partners • Design model of training through consultation with older participants as a well as professional • Options and flexibility on training to meet local needs • Promotion and awareness raising • Resource development • Development of an evaluation strategy

10. 5. Develop an action plan Using a 3 year timescale • Training pilot and design with older participants • Phased programme of regional training events • Additional dissemination and promotion seminars • Ongoing support and communications for professionals • Monitoring and review built in

11. 6. Evaluation Design to operate at different levels • Impact of national programme • Impact of local programmes e.g. • Local partnerships • Impact of mentoring activity upon mentors • Impact of mentoring activity upon participants • Unintended outcomes

12. Lessons learned in design 1. Clarity of purpose of programme e.g. What is mentoring and the role of mentors ? What they are trained to do and what they are not trained to do Consult with potential participants as to design, needs and agendas Ensure programme compliments (not threatens) other training programmes

13. Lessons learned in design – 2 (Best feature) Translate evidence into recommendations for practice • Use of a “Health Educator” and an extended counselling/consultation time • Assessment of problem area(s) • Recognition of readiness to change • Goals agreed by both patient and professional • Identification and recognition of social and environmental barriers • Tailored action plan (specifies activity) • A choice (range) of accessible local opportunities including lifestyle activities • Supplementary educational materials • Systematic follow up and support over a period of time (BHF 2003)

14. Lessons learned in design - 3Provide clear guidance to local practice and programme design • Phase 1. • Planning and recruitment • Strategic fit • Targeting • Recruitment • Matching • Induction • Phase 2. • Training and course delivery • Training activities and evaluation • Phase 3. • Support and monitoring • Matching • Monitoring • Support • Evaluation

15. Lessons learned in design - 4 Evaluation of programmes • must be agreedby all partners at the design stage • must meet the needs of allthose involved, including stakeholders, partners, mentors and mentees. • Should identify the range of different outcomes that may be required.

16. Lessons learned in design - 5 Worst features or what have we still to get right 1. Relying upon local resources (short term funding) to initiate programmes (Emphasis and culture of innovation without consolidation) 2. Failure to challenge ageism among providers (Sport and physical activity in the UK is dominated by youth programmes) 3. Persuading local programmes to invest in evaluation 4. Working towards an accreditation system for volunteer training

17. Someone Like Me ! bob.laventure@ntlworld.com www.bhfactive.org.uk