A Kirkpatrick Model Process Evaluation of Reactions and Learning from My Strengths Training for Life™

Abstract

Underpinned by the New World Kirkpatrick model, and in the context of a community-based sport psychology programme (My Strengths Training for Life™) for young people experiencing homelessness, this process evaluation investigated (1) young peoples' reactions (i.e., program and facilitator evaluation, enjoyment, attendance, and engagement) and learning (i.e., mental skills and transfer intention), (2) the relationship between reaction and learning variables, and (3) the mediators underpinning this relationship. A total of 301 young people living in a West Midlands housing service completed questionnaires on demographics and reaction and learning variables. Higher levels of programme engagement were positively associated with more favourable reactions to the programme. Enjoyment positively predicted learning outcomes, which was mediated by transfer intention. Recommendations are made for (1) a balance between rigor and flexibility for evaluation methods with disadvantaged youth, (2) including engagement as well as attendance as indicators of meaningful programme participation, (3) measuring programme experiences (e.g., enjoyment) to understand programme effectiveness, and (4) providing opportunities for skill transfer during and after programme participation. Our findings have implications for researchers, programme commissioners, and policymakers designing and evaluating programmes in community-based settings.

Keywords: community-based research; disadvantaged youth; engagement; mental skills training; positive youth development; young people experiencing homelessness.

Figure 1

Updated MST4Life™ logic model adapted from Cumming, Whiting et al. (2022) with permission. Note: Evidence to support components of the logic model to date is italicised. ¹ [10], ² [11], ³ [12], ⁴ [13], ⁵ [9], ⁶ current manuscript, ⁷ [14], ⁸ [8], ⁹ [15], ¹⁰ [16].