This chapter provides a brief account of how the a priori conceptual framework of the study was applied and then subsequently revised in order to evolve a more valid model which demonstrated ‗goodness of fit‘. The resultant a posteriori framework that emerged was found to better serve as a conceptual heuristic for making sense of data. In other words, the a priori
framework, as presented in Chapter Two (section 2.5, Figure 2.9, p. 40) was initially used to explore how communication processes might impact upon implementation and outcomes of school-based health promotions. However, it was found to be imperfect which was why the a posteriori scaffold was deliberately devised at this stage (i.e. it is not intended, therefore, to link case data and insights, but it is intended to clarify the application of theory in this context).
Initially, in order to demonstrate the application of the framework, I organised findings from school staff interviews and children‘s focus groups in accordance with the components of the a priori model. That is, they were grouped as: source, receiver and communication objective; message channel, messages and communication tools; communication noise; communication outcomes; and feedback which are consistent with the theoretical base (i.e. the Integrated Marketing Communications (IMC) process) from which the constructs were drawn.As a consequence of using that conceptual framework, I discovered, following analysis of each component, that the model, as originally proposed, did not fit the data. Thus, I revised the model. This revised a posteriori
conceptual framework makes an important contribution to the thesis by illustrating communication processes as they occurred in the school cases, and ultimately offers a fresh framework that has the potential to be applied in other promotional contexts. The a posteriori framework is presented in the final section of this chapter (p. 96).This chapter also illustrates the link between data analysis, and the results and findings of the research which are presented in Chapters Six, Seven and Eight. Key insights regarding each component of communication, as summarised in Table 5.141, were learnt
from applying the a priori model and are the focus of the discussion in this chapter. These key insights, as indicated throughout the discussion, led to the identification of four underlying communication themes. Theme A relates to the juxtaposition of government policy and community priorities, while Theme B pertains to stakeholder roles and relationships within school-based health promotions. Health promotion approaches comprise Theme C. These three themes are discussed in
41 The emphasis here is on the summary of information; the specific and actual links are presented throughout
Chapter Seven. Theme D focuses on the environmental contexts of health promotions and is discussed in Chapter Eight.
Table 5.1. Key Insights and Subsequent Emergent Themes Regarding Communication Processes within School-based Health Promotions
KEY INSIGHTS PERTAINING TO THE COMPONENTS OF COMMUNICATION PROCESSES WITHIN SCHOOL-BASED HEALTH PROMOTIONS:
Source, Receiver and Communication Objective Message Channel, Messages and Communication Tools Communication
Noise Communication Outcome Feedback *Multiple sources
and receivers with central path between schools (source) and children (receivers). *Health promotion objectives set out in NZ Curriculum Framework. Flexible statements allow schools to tailor promotions. *Curriculum operates as message channel for delivery of health and physical education (PE). *Government making legislative changes to nutrition and physical activity policies.
*School and home are the two main environments in which children receive health messages. *Curriculum is the foundation for developing health messages and the channel through which messages are delivered.
*Schools promote wide variety of positive nutrition and physical activity messages. *Personal selling used by schools to communicate with children. Schools communicate with parents using Marketing Public Relations (MPR) and advertising. *Schools implement health promotions ranging from short-term programmes to on- going promotions incorporated into daily school activities. Food policies important to support health eating messages. *Communication noise, children and parents’ skills and abilities, and environmental conditions can enhance or inhibit communication in the school, home, media, retail and physical environments. *Children learn health knowledge from multiple sources, and generally have basic nutrition and physical activity knowledge and positive attitudes towards healthy eating and exercise. *Children highlighted roles of parents and families in developing healthy nutrition and physical activity practices. *Formal evaluation measures are used for assessment of PE, but effectiveness of nutrition-focused health promotion is generally not measured formally. *Feedback from children during school-based health promotions is immediate, allowing teachers to modify communications as required. *Classroom teachers work with the same students each day and develop relationships with them, which is excellent for fostering feedback.
UNDERLYING COMMUNICATION THEMES (stemming from the key insights identified above): Health promotions are
based on government policy through requirements of the curriculum, but are also tailored to health issues schools perceive as priorities for their community. THEME A: THE JUXTAPOSITION OF GOVERNMENT POLICY AND COMMUNITY PRIORITIES impact upon what health messages are promoted and why.
The extent to which health messages are consistent across school and home is related to the roles teachers and parents perceive they each play in health promotion and relationships between teachers, parents and children.
THEME B: STAKEHOLDER ROLES AND RELATIONSHIPS impact upon who promotes health, and when and where it is promoted.
The extent to which health is integrated into school life and supported by healthy policies and practices is an important facet of each school’s health promotion approach.
THEME C:
HEALTH PROMOTION APPROACH impacts upon how health is promoted.
Communication noise, a person’s skills and abilities, and
environmental conditions can impact upon
communication processes and subsequent behaviour within environmental contexts. THEME D: Communication and behaviour takes place within ENVIRONMENTAL CONTEXTS including factors which may enhance or inhibit health promotions.