scholarly journals Celebrating the Insecure Practitioner. A Critique of Evidence-Based Practice in Adapted Physical Activity

2008 ◽  
Vol 2 (2) ◽  
pp. 200-215 ◽  
Author(s):  
Øyvind F. Standal
Keyword(s):  
Physical Activity ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Adapted Physical Activity

The Good, the Bad, and the Ugly of Evidence-Based Practice1

2012 ◽  
Vol 29 (1) ◽  
pp. 1-24 ◽  
Author(s):  
Marcel Bouffard ◽  
Greg Reid
Keyword(s):  
Physical Activity ◽  
Occupational Therapy ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Adapted Physical Activity ◽  
Major Purpose ◽  
Policy Makers ◽  
Efficiency And Effectiveness

The evidence-based practice (EBP) movement has been extremely influential over the last 20 years. Fields like medicine, physiotherapy, occupational therapy, nursing, psychology, and education have adopted the idea that policy makers and practitioners should use interventions that have demonstrated efficiency and effectiveness. This apparently straightforward idea is beginning to affect adapted physical activity; however, researchers and practitioners in our field often appear to be unaware of fundamental questions related to them. The major purpose of this paper is to outline and discuss 10 of these fundamental questions. This analysis leads us to conclude that EBP is a good direction to pursue in adapted physical activity if we develop a type of EBP congruent with the main tenets of our field.

Evidence-Based Practice and Research: A Challenge to the Development of Adapted Physical Activity

2011 ◽  
Vol 28 (3) ◽  
pp. 189-209 ◽  
Author(s):  
Yeshayahu Shayke Hutzler
Keyword(s):  
Physical Activity ◽  
Historical Perspective ◽  
Evidence Based Practice ◽  
Review Literature ◽  
Evidence Based ◽  
Professional Issues ◽  
Methodological Development ◽  
Adapted Physical Activity ◽  
Scientific Rigor ◽  
The Impact

Evidence-based practice (EBP) is a growing movement in the health and educational disciplines that recommends emphasis on research outcomes during decision making in practice. EBP is made possible through evidence based research (EBR), which attempts to synthesize the volume and scientific rigor of intervention effectiveness. With the purpose of assessing the impact of this movement on adapted physical activity, this article (a) describes EBP/EBR and outlines its methodological development, (b) provides an historical perspective of EBP/EBR in APA, (c) examines EBR quality indicators in the review literature published in Adapted Physical Activity Quarterly, (d) identifies and synthesizes thematic domains appearing in these review articles, and (e) discusses practical examples of professional issues in APA arising from a lack of EBR.

The Adapted Physical Activity Program: A Theory-Driven, Evidence-Based Physical Activity Intervention for People with Brain Impairment

2018 ◽  
Vol 20 (1) ◽  
pp. 81-95 ◽  
Author(s):  
Kelly M. Clanchy ◽  
Sean M. Tweedy ◽  
Stewart G. Trost
Keyword(s):  
Physical Activity ◽  
Physical Activity Intervention ◽  
Community Dwelling ◽  
Physical Activity Program ◽  
International Classification Of Functioning ◽  
Evidence Based ◽  
Adapted Physical Activity ◽  
Activity Program ◽  
Activity Promotion ◽  
Increased Risk

People with brain impairments are less active than the general population and consequently have an increased risk of chronic disease. To increase activity requires interventions that are theory driven and evidence based. Here, we describe the adapted physical activity program (APAP), a physical activity promotion program with demonstrated efficacy in community dwelling adults with brain impairments. Distinguishing features of the APAP include the following: delivery in the participants home/or community environment and the utilisation of the principals of community-based rehabilitation; the assessment of each of the domains of the International Classification of Functioning, Disability and Health (ICF) (i.e., health conditions, impairments, activity limitations, participation restrictions and personal and environmental characteristics) to determine how they will impact physical activity adoption and maintenance; the incorporation of theory-based physical activity adoption and maintenance strategies; the utilisation of lifestyle physical activity programs (including client-centred selection of activities) and/or structured exercise programs (requiring principles of exercise prescription). It is anticipated that this program description will permit researchers and/or practitioners to implement the program, replicate its evaluation and/or translate the program into multi-professional rehabilitation settings.

Creating Evidence-Based Research in Adapted Physical Activity

2012 ◽  
Vol 29 (2) ◽  
pp. 115-131 ◽  
Author(s):  
Greg Reid ◽  
Marcel Bouffard ◽  
Catherine MacDonald
Keyword(s):  
Physical Activity ◽  
Professional Practice ◽  
Research Evidence ◽  
Program Effectiveness ◽  
Control Group ◽  
Evidence Based ◽  
Research Model ◽  
Adapted Physical Activity ◽  
Control Group Design ◽  
Randomized Control

Professional practice guided by the best research evidence is a usually referred to as evidence-based practice. The aim of the present paper is to describe five fundamental beliefs of adapted physical activity practices that should be considered in an 8-step research model to create evidence-based research in adapted physical activity. The five beliefs are individualization, critical thinking, self-determination, program effectiveness, and multifactor complexity. The research model includes conceptualize the problem, conduct research on the process of the problem, conceptualize and specify the intervention, evaluate intervention outcomes, evaluate intervention processes, determine person-by-treatment interactions, determine context-dependent limitations, and investigate factors related to intervention adoption maintenance. The eight steps are explained with reference to two research programs that used a randomized control group design.

What Does Evidence-Based Practice Mean to You? A Follow-Up Study Examining School-Based Speech-Language Pathologists' Perspectives on Evidence-Based Practice

2020 ◽  
Vol 29 (2) ◽  
pp. 688-704
Author(s):  
Katrina Fulcher-Rood ◽  
Anny Castilla-Earls ◽  
Jeff Higginbotham
Keyword(s):  
Clinical Practice ◽  
Research Evidence ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Clinical Expertise ◽  
Speech Language Pathologists ◽  
School Based ◽  
Research Findings ◽  
Ebp Implementation

Purpose The current investigation is a follow-up from a previous study examining child language diagnostic decision making in school-based speech-language pathologists (SLPs). The purpose of this study was to examine the SLPs' perspectives regarding the use of evidence-based practice (EBP) in their clinical work. Method Semistructured phone interviews were conducted with 25 school-based SLPs who previously participated in an earlier study by Fulcher-Rood et al. 2018). SLPs were asked questions regarding their definition of EBP, the value of research evidence, contexts in which they implement scientific literature in clinical practice, and the barriers to implementing EBP. Results SLPs' definitions of EBP differed from current definitions, in that SLPs only included the use of research findings. SLPs seem to discuss EBP as it relates to treatment and not assessment. Reported barriers to EBP implementation were insufficient time, limited funding, and restrictions from their employment setting. SLPs found it difficult to translate research findings to clinical practice. SLPs implemented external research evidence when they did not have enough clinical expertise regarding a specific client or when they needed scientific evidence to support a strategy they used. Conclusions SLPs appear to use EBP for specific reasons and not for every clinical decision they make. In addition, SLPs rely on EBP for treatment decisions and not for assessment decisions. Educational systems potentially present other challenges that need to be considered for EBP implementation. Considerations for implementation science and the research-to-practice gap are discussed.

Current Issues: Evidence-Based Practice for the Real World: Thoughts on Clinical Education in Communication Disorders

2010 ◽  
Vol 20 (3) ◽  
pp. 100-105 ◽  
Author(s):  
Anne K. Bothe
Keyword(s):  
Clinical Education ◽  
Real World ◽  
Evidence Based Practice ◽  
Communication Disorders ◽  
University Faculty ◽  
Evidence Based ◽  
Speech Language Pathology ◽  
Basic Principles ◽  
The Real ◽  
Language Pathology

This article presents some streamlined and intentionally oversimplified ideas about educating future communication disorders professionals to use some of the most basic principles of evidence-based practice. Working from a popular five-step approach, modifications are suggested that may make the ideas more accessible, and therefore more useful, for university faculty, other supervisors, and future professionals in speech-language pathology, audiology, and related fields.

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