Table 3 Workshop strengths and successes from the perspective of workshop facilitators

Theme

Quotes

Having a parent or teacher champion

F1: The 2 schools where we had the most effective recruitment, we had a super-engaged parent that did all the recruiting for us.

F2: So when people—so for one school that we did [the workshop] in we had a parent advocate in that school who wanted to bring it in and so that really helped because then the turn out for that [workshop] was much better …

Children attending workshops

F4: I think it’s important to keep- to have at least part of [the workshop] with their kids. Like get [parents] involved with their own kids right off the bat … . that eliminates big barriers too …then parents don't have to worry about getting child care or anything like that.

F1: because we got feedback from parents in one of the schools where they weren’t sure if they could bring their children ….They felt [not including kids] reduced attendance …..

F2: Umm, so we did allow people to bring their kids, which was good because we had enough facilitators there to break off into 2 groups… and then we would come back as a big group. So I think that was … helpful and then we could see how parents are actually interacting with the kids and they can try things right then and there.

F1: So, you need to be able to riff- on the day you need to be able to riff a bit. Oh and here’s an extension, because sometimes a family comes and they actually have an 8-year old there and a 5-year old, and the activity for the 5-year old and the 8-year old are different. And you need to be able to demonstrate those quick revisions on the fly for the parent.

F3: And I thought that obviously [Facilitator 1] is great at adjusting... [and] in the moment going like “This isn’t working, we should do something else”, so I think that was great. So I think not sticking to the plan too well was really what made the PLAYshop work when we did it.

F4: … also one of the things I witnessed when I sat in on other [workshops] was the kind of optimism and enthusiasm and energy from a facilitator. So, that really has an impact on how engaged the parents become themselves. and how enthusiastic and energetic they are.

Separating parents and children

F1: So, reflection and discussion is an important piece of the adult education experience and so that also needs the kids pulled away

F2: Umm, so we did allow people to bring their kids. Um, which was good because then we had enough kinda facilitators there to break off into 2 groups. So when we needed to speak to the parents by themselves we could, and then someone would play games with the kids and then we would come back as a big group.

F3: We did [the workshop]- the ones that I helped out with- we did in 2 elementary school gyms and that's like the perfect amount of space.

F4: … just really making sure that [the space] is a setting conducive to movement and to physical literacy type game[s] and play.

Parent response and engagement

F1: So, the parents were really enthusiastic… They asked questions. …. they were very engaged.

F4: The parents seemed to receive [the workshop] well. We did have some parents with their kids there and the kids [also] seemed to really be engaged and it was a positive atmosphere.

F2: I think the actual content of [the workshop] was good, parents seemed to like that. So I wouldn't change necessarily that aspect.

F4: … and then those key messages… watching some of the other workshops that were facilitated primarily by [Facilitator 1] really the emphasis on those key messages about being playful and fun but also [using the play] in order to develop those skills and the importance behind that.