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This Intervention Review is primarily based on 0 systematic reviews and 3 primary studies.
The review draws on the best available impact evaluation evidence. The research was selected against set selection criteria and is based on a rigorous and comprehensive search and screening process. It does not necessarily reflect all evidence on the intervention, but further materials on this intervention are listed under References and further reading.
See the Prevention Evidence and Gap Map to explore similar interventions. For detail about the individual studies, see the Included studies section. For further information about the methods informing this review, please see the Intervention Review Technical Report (forthcoming).
Suggested citation: ANROWS. (2023). Coach-delivered healthy relationships education for male middle and high school student athletes.. Evidence Portal Intervention Review. ANROWS.
InterventionCoach-delivered healthy relationships education for male middle and high school student athletes. |
Key populationsAdolescent boys to prevent the perpetration of intimate partner violence, specifically adolescent relationship violence. |
Outcomes studiedBehaviours, gender-based violence, and knowledge, beliefs and attitudes. |
Impact of the interventionFrom the 3 studies, 4 outcomes received an effectiveness rating on our Effectiveness Estimate Tool |
Australian evidence0 studies presented findings from Australia 0 studies reported on the experiences of Aboriginal and Torres Strait Islander people |
Risk of biasOf the 3 studies, 2 received ratings of low or medium and 1 received a rating of high risk of bias as determined by our Risk of Bias tool |
What are the key characteristics of the intervention?
Coach-delivered healthy relationships education aims to prevent adolescent boys from perpetrating intimate partner violence, specifically adolescent relationship violence.
Approaches target adolescent boys and generally follow a set program of approximately 12 weeks that focuses on healthy versus harmful relationship behaviours, disproving myths surrounding male sexual aggression, and promoting gender-equitable attitudes and positive bystander intervention.
The intervention is delivered by school athletic coaches who receive training and check-ins with violence prevention advocates, as well as a Coaches Kit with educational strategies, resources and lesson guides. All interventions are delivered face-to-face in school settings.
Where is the intervention set?Primarily delivered in middle and secondary school settings. |
How is the intervention delivered?This intervention is primarily delivered by a professional athletic coach in a group format. It is usually delivered face-to-face. |
How frequently is the intervention delivered?Usually delivered in 12 weekly lessons of approximately 15 minutes each. |
What resources and costs are involved?0 studies comment on costs associated with the intervention. |
How is the intervention designed or theorised to work?
The intervention builds on social change theory to increase bystander behaviours by engaging athletic coaches as positive role models to deliver violence prevention strategies and tools to young male student athletes.
Has the impact of this intervention been tested with certain key populations?
This review assessed the impact of the evaluation on adolescent boys to prevent intimate partner violence, specifically adolescent relationship violence, perpetration.
The interventions were not targeted towards any specific cultural or ethnic groups. The interventions were not targeted towards people with physical or mental disabilities or health conditions.
The table below gives an overview of whether or not the intervention was examined with some key populations. The inclusion of these populations was guided by the National Plan to End Violence against Women and Children 2022-2032 and the Australian National Research Agenda to End Violence against Women and Children: 2023-2028.
🔴 = no studies| Population | What do we know about this group? | Degree of knowledge |
|---|---|---|
| Aboriginal and Torres Strait Islander communities |
0 studies. The appropriateness of this intervention with this population has not yet been established. Therefore, we cannot confirm the applicability of this intervention to this population. |
 |
| Sexuality and gender diverse / LGBTIQA+ |
0 studies. The appropriateness of this intervention with this population has not yet been established. Therefore, we cannot confirm the applicability of this intervention to this population. |
|
| Specific age groups (including older people, children and young people) |
All studies were conducted with teenage participants. One study used slightly younger (middle school) participants, while the others used participants in high school (14-18 years) |
 |
| Culturally and linguistically diverse (CALD) groups |
0 studies. The appropriateness of this intervention with this population has not yet been established. Therefore, we cannot confirm the applicability of this intervention to this population |
|
| Migrants and refugees |
0 studies. The appropriateness of this intervention with this population has not yet been established. Therefore, we cannot confirm the applicability of this intervention to this population |
|
| People with disability |
0 studies. The appropriateness of this intervention with this population has not yet been established. Therefore, we cannot confirm the applicability of this intervention to this population |
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This section summarises factors that may contribute to study results, factors that may be considered to facilitate better outcomes, and the transferability of the intervention to an Australian context.
What do we know about the intervention in Australia?
What should Australian stakeholders consider?
| Study and location | Design | Intervention | Sample | Outcome categories |
|---|---|---|---|---|
| Abebe et al. (2017); Jones (2021); Miller et al. (2020) United States | Randomised controlled trial Comparison: No treatment Qualitative data: No |
Coaching Boys into Men, educational program Duration and format: 12 weekly 15-minute lessons Setting: High school/middle school |
N=973 Adolescent boys |
Behaviours, Gender-based violence, and Knowledge, beliefs and attitudes |
| Jaime et al. (2016) United States | Randomised controlled trial Comparison: No treatment Qualitative data: No |
Coaching Boys into Men, educational program Duration and format: 12 weekly 15-minute lessons Setting: High school/middle school |
N=193 Adolescent boys |
Behaviours, Gender-based violence, and Knowledge, beliefs and attitudes |
| Jones (2021); Miller et al. (2012; 2013) United States | Randomised controlled trial Comparison: No treatment Qualitative data: No |
Coaching Boys into Men, educational program Duration and format: 12 weekly 15-minute lessons Setting: High school/middle school |
N=2,006 Adolescent boys |
Behaviours, Gender-based violence, and Knowledge, beliefs and attitudes |
Included Studies
Quantitative impact evaluations:
Additional evidence on the intervention
This list contains other evidence that was not eligible for the Intervention Review based on our selection criteria but may provide further information regarding the intervention.
ANROWS acknowledges the Traditional Owners of the land across Australia on which we live and work. We pay our respects to Aboriginal and Torres Strait Islander Elders past and present. We value Aboriginal and Torres Strait Islander histories, cultures and knowledge. We are committed to standing and working with First Nations peoples, honouring the truths set out in the Warawarni-gu Guma Statement.
This material was produced with funding from the Australian Government Department of Social Services. ANROWS gratefully acknowledges the financial and other support it has received from the government, without which this work would not have been possible. The findings and views included in the Evidence Portal are those of the authors and cannot be attributed to the Australian Government Department of Social Services.
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