The process evaluation of a school-based physical activity intervention
Influencing factors and potential consequences of implementation
Datos Bibliográficos
| ID | 21601005 |
|---|---|
| Autores | Andreas Åvitsland (0000-0003-4357-1615, University of Stavanger , Stavanger, autor de correspondencia), Stein Erik Ohna (0000-0002-5328-134X, University of Stavanger , Stavanger), Sindre M Dyrstad (0000-0002-7862-2657, University of Stavanger), Hege Eikeland Tjomsland (0000-0001-9872-4207, Western Norway University of Applied Sciences , Bergen), Øystein Lerum (0000-0003-4033-8834, Western Norway University of Applied Sciences , Bergen), Éva Leibinger (0000-0002-7309-703X, University of Stavanger , Stavanger) |
| Año | 2020 |
| Volumen | 120 |
| Número | 2 |
| Páginas | 121-139 |
| Fecha de publicación | 2020-06-29 |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Health Education (JOURNAL) |
| Identificadores de la revista | ISSN: 0965-4283 • E-ISSN: 1758-714X |
| Editorial | Emerald (PUBLISHER) |
| DOI | 10.1108/he-01-2020-0004 |
| OpenAlex | W3035637945 |
| Idioma | EN |
| Citas recibidas | 7 |
| Referencias citadas | 47 |
Purpose This paper evaluates the implementation of a school-based physical activity intervention and discusses how the intervention outcomes can be influenced by the implementation. Design/methodology/approach In four of the nine lower secondary schools in which the intervention was conducted, the authors examined implementation fidelity, adaptation, quality, responsiveness and dose received. The authors conducted focus group interviews with teachers (n = 8) and students (n = 46) and made observations. Dose delivered was examined quantitatively, with weekly registrations. Findings Results showed that two out of four schools made few and positive adaptations, implemented the intervention with high fidelity and quality and responded positively. Four main factors were found to influence implementation: frame factors, intervention characteristics, participant characteristics and provider characteristics. Research limitations/implications A cross-sectional design was used and may not represent implementation throughout the whole school year. Practical implications In terms of large-scale implementation, the intervention may be generalizable. However, intervention criteria such as adequate facilities and a flexible timetable may be unattainable for some schools. The intervention can be adapted without compromising its purpose, but adaptations should be a result of cooperation between students and teachers. Originality/value Process evaluations on this topic are rare. This study adds to a limited knowledge base concerning what factors may influence implementation of school-based physical activity interventions for adolescents
Fidelity · Focus group · Medical education · Originality · Psychological intervention · Applied Psychology · Behavioral Health and Interventions · Community Health and Development · Computer Science · Health Policy Implementation Science · Medicine · Nursing · Psychology · Social Psychology
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Putting the Pieces Together
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Complex interventions
Systematic review of acute physically active learning and classroom movement breaks on children’s physical activity, cognition, academic performance and classroom behaviour
Effect of school-based interventions on physical activity and fitness in children and adolescents
A review of research on fidelity of implementation
Estimating causal effects of treatments in randomized and nonrandomized studies.
Matching Methods for Causal Inference
Using the framework method for the analysis of qualitative data in multi-disciplinary health research
Developing and evaluating complex interventions
The Group Interview in Social Research
Dose response relationship between program attendance and children’s outcomes in a community based weight management program for children and their families
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Implementation Matters
Examining Adaptations of Evidence-Based Programs in Natural Contexts
Sampling in Interview-Based Qualitative Research
Evaluating complex social interventions in a complex world
From complex social interventions to interventions in complex social systems
The group interview in social research
Relationship between attendance at a parents anonymous adult program and children's behavior at the parents anonymous child care program
Theorising Interventions as Events in Systems
Evidence-Based Public Health
The craft of interviewing in realist evaluation
Schools as social complex adaptive systems
Understanding and misunderstanding randomized controlled trials
Realist randomised controlled trials
| Citas por año | 1,17 |
|---|---|
| Intervalo de citas | 2020 - 2025 (6) |
| Altamente citado | No |