A Review of Implementation Outcome Measures of School-Based Physical Activity Interventions
| Autor: | Heather Manson, Sonam Shah, Nour Schoueri-Mychasiw, Kenneth R. Allison, Beata Pach, Karen Vu-Nguyen |
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| Rok vydání: | 2017 |
| Předmět: |
medicine.medical_specialty
media_common.quotation_subject Physical fitness Psychological intervention Fidelity 030209 endocrinology & metabolism Health Promotion Outcome (game theory) child and adolescent health Education Physical education 03 medical and health sciences 0302 clinical medicine medicine Humans 030212 general & internal medicine Exercise Health policy Reliability (statistics) School Health Services media_common physical fitness and sport Medical education business.industry Public Health Environmental and Occupational Health Reproducibility of Results health policy school‐based physical activity Philosophy Policy Physical therapy General Article General Articles Construct (philosophy) business chronic disease Program Evaluation |
| Zdroj: | The Journal of School Health |
| ISSN: | 0022-4391 |
| DOI: | 10.1111/josh.12514 |
| Popis: | BACKGROUND Measuring the implementation of school-based physical activity (PA) interventions is an important prerequisite in assessing their impact. Prior to conducting a study to assess the implementation of the daily physical activity (DPA) policy in Ontario, Canada, a literature review was conducted to identify existing survey instruments to measure 5 implementation outcomes: adoption, fidelity, implementation cost, reach, and sustainability. METHODS A search for survey instruments to assess these implementation outcomes at the teacher and school administrator levels was conducted in 7 bibliographic databases, as well as the gray literature. Each survey instrument was coded as assessing 1 of the 5 implementation outcomes if it included at least 1 item measuring the construct. RESULTS Twenty-three survey instruments were identified. None of the instruments were specifically developed to measure the implementation outcomes. Fidelity was the most common implementation outcome measured, followed by adoption. The least common implementation outcome measured was sustainability. Thirty-five percent of survey instruments assessed were previously tested for validity and 26% were previously tested for reliability. CONCLUSIONS Based on this review, a gap in available instruments to measure implementation outcomes of school-based PA programs was identified. An adapted theoretical framework, presented here, has potential application in future implementation studies. |
| Databáze: | OpenAIRE |
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