2.5.3. Structure and Components of the Intervention
HOLIDAYS
The curriculum was the same for each group and was semi-structured. The intervention was split into two comparable halves (each with nine sessions), spaced apart by school holidays and examinations in December and January. Each section beganwith two sessions of warm-up and introduction, during which the mentor presentedthe selected sport through purposeful play. The students then spoke about what kind of sporting goal they would like to achieve over the following half session (45 min). After establishing their goals, the students worked on improving their sporting abilities throughout seven sessions with the help of their peers and mentors, who also provided problem-solving strategies through experiential learning. The physical activities in the programme includedpush-ups for 1 min, the strength of hand grip (kg), and a jump test while standing (cm). Participants were also instructed to rate their relationship with family and schooling activities. Self-efficacy and psychological resilience were also assessed using a structured questionnaire.The 45-min debriefing that followed was used to consolidate skills and engage in self-reflection. The participants could also use the abilities they had learnedin other areas of their lives. Approximately 83% (or 1350 min) of the programme was allotted for participating in sports or PA, while 17% (or 270 min) was devoted to mentor-led instruction, presentation, and discussion. The majority of the programme was taught in classrooms. When the school could not provide the necessary location or facilities, nearby community centres were utilised.