CATCH: Physical Activity Process Evaluation in a Multicenter Trial

1994 ◽  
Vol 21 (1_suppl) ◽  
pp. S73-S89 ◽  
Author(s):  
Thomas L. McKenzie ◽  
Patricia K. Strikmiller ◽  
Elaine J. Stone ◽  
Sherry E. Woods ◽  
Sally S. Ehlinger ◽  
...  
Keyword(s):  
Physical Activity ◽  
Process Evaluation ◽  
Cardiovascular Health ◽  
Physical Activity Intervention ◽  
Evaluation Model ◽  
Multicenter Trial ◽  
Intervention Component ◽  
School Day ◽  
Service Training ◽  
Lesson Context

This paper presents the process evaluation model for the physical activity intervention component of the Child and Adolescent Trial for Cardiovascular Health (CATCH) and describes the major procedures used to monitor CATCH PE, the physical education intervention. The paper focuses on CATCH PE teacher training and in-service support as well as on the curriculum implementation. Monitoring training and support included assessing the in-service training workshops and the follow-up on-site assistance provided by staff. Monitoring the implementation included assessing the quantity and quality of CATCH PE instruction in terms of student physical activity engagement and lesson context, the fidelity of the curricular implementation, and the opportunities for other physical activity by children throughout the school day.

CATCH: Food Service Program Process Evaluation in a Multicenter Trial

1994 ◽  
Vol 21 (1_suppl) ◽  
pp. S51-S71 ◽  
Author(s):  
Debra J. Raizman ◽  
Deanna H. Montgomery ◽  
Stavroula K. Osganian ◽  
Mary Kay Ebzery ◽  
Marguerite A. Evans ◽  
...  
Keyword(s):  
Process Evaluation ◽  
Cardiovascular Health ◽  
Evaluation Model ◽  
Food Service ◽  
Essential Element ◽  
Multicenter Trial ◽  
School Nutrition ◽  
Intervention Component ◽  
Training Support ◽  
Service Staff

Process evaluation is an essential element of a multicenter trial in order to explain study outcomes and monitor intervention progress. This paper presents the process evaluation model for the Eat Smart School Nutrition Program, the food service intervention component of the Child and Adolescent Trial for Cardiovascular Health (CATCH), and describes the process evaluation strategies developed to assess this program. The paper details (1) measures of program implementation including training, support visits, and program promotion, (2) food service staff characteristics, and (3) measures of mediating variables including secular trends and school meal participation.

CATCH: Classroom Process Evaluation in a Multicenter Trial

1994 ◽  
Vol 21 (1_suppl) ◽  
pp. S27-S50 ◽  
Author(s):  
Elizabeth W. Edmundson ◽  
Susan C. Luton ◽  
Sarah A. McGraw ◽  
Steven H. Kelder ◽  
Ann K. Layman ◽  
...  
Keyword(s):  
Process Evaluation ◽  
Student Outcomes ◽  
Cardiovascular Health ◽  
Evaluation Model ◽  
Internal Validity ◽  
Multicenter Trial ◽  
First Year ◽  
Additional Insight ◽  
Barriers To Implementation ◽  
Grade Classroom

The purpose of this paper is to describe the process evaluation model for the classroom curricula of the Child and Adolescent Trial for Cardiovascular Health (CATCH) Project. The process evaluation plan specifically targets how much each curriculum was implemented, to what degree it was implemented as designed, and the barriers to implementation. Additionally, the rationale for each of the process evaluation measures and the instrument development process are presented. Data resulting from these measures will be essential in order to answer questions regarding the internal validity of the main outcomes of the project. Specific examples and sample results are provided from the CATCH third-grade classroom curriculum, which was implemented the first year of CATCH. A discussion also is presented of how the findings from a sample of these measures were used to gain additional insight on the salient features of the curriculum, and how those features may be related to student outcomes.

scholarly journals Development of a hybrid sleep and physical activity improvement intervention for adults with osteoarthritis-related pain and sleep disturbance: a focus group study with potential users

2021 ◽  
pp. 204946372110260
Author(s):  
Daniel Whibley ◽  
Kevin Stelfox ◽  
Alasdair L Henry ◽  
Nicole KY Tang ◽  
Anna L Kratz
Keyword(s):  
Physical Activity ◽  
Pain Management ◽  
Focus Groups ◽  
Thematic Analysis ◽  
Sleep Disturbances ◽  
Physical Activity Intervention ◽  
Focus Group Study ◽  
Intervention Component ◽  
Beneficial Impact ◽  
Improvement Intervention

Objective: Suboptimal sleep and physical activity are common among people living with osteoarthritis (OA) and simultaneous improvements in both may have a beneficial impact on pain. This study aimed to gather perspectives of people living with OA on important aspects to incorporate in a hybrid sleep and physical activity improvement intervention for OA pain management. Design: Qualitative study using two rounds of two focus groups. Setting and participants: Focus groups were conducted with adults living with OA-related chronic pain and sleep disturbances. Eighteen people attended focus groups in January 2020 and, of these, 16 attended subsequent focus groups in February 2020. Methods: Discussion at the first round of focus groups informed generation of prototype intervention materials that were shared, discussed and refined at the second round of focus groups. Thematic analysis was used to identify themes and sub-themes from the data. Results: Three themes, each with three sub-themes, were identified: facilitators of engagement with the intervention (sub-themes: motivational language, accountability and education); barriers to engagement (sub-themes: suboptimal interaction with healthcare practitioners, recording behaviour as burdensome/disruptive and uncertainty about technique) and characteristics of a physical activity intervention component (sub-themes: tailored, sustainable and supported). Conclusion: We have identified important aspects to incorporate into the design and delivery of a hybrid sleep and physical activity improvement intervention for OA pain management. Insights will be incorporated into intervention materials and protocols, with feasibility and acceptability assessed in a future study.

scholarly journals What Happened in ‘The HERizon Project’?—Process Evaluation of a Multi-Arm Remote Physical Activity Intervention for Adolescent Girls

2022 ◽  
Vol 19 (2) ◽  
pp. 966
Author(s):  
Emma S. Cowley ◽  
Lawrence Foweather ◽  
Paula M. Watson ◽  
Sarahjane Belton ◽  
Andrew Thompson ◽  
...  
Keyword(s):  
Physical Activity ◽  
Process Evaluation ◽  
Adolescent Girls ◽  
Physical Activity Intervention ◽  
Self Report ◽  
Group Facilitation ◽  
Online Social Media ◽  
Group Data ◽  
Group A ◽  
Combined Intervention

This mixed-methods process evaluation examines the reach, recruitment, fidelity, adherence, acceptability, mechanisms of impact, and context of remote 12-week physical activity (PA) interventions for adolescent girls named The HERizon Project. The study was comprised of four arms—a PA programme group, a behaviour change support group, a combined group, and a comparison group. Data sources included intervention deliverer and participant logbooks (100 and 71% respective response rates, respectively), exit surveys (72% response rate), and semi-structured focus groups/interviews conducted with a random subsample of participants from each of the intervention arms (n = 34). All intervention deliverers received standardised training and successfully completed pre-intervention competency tasks. Based on self-report logs, 99% of mentors adhered to the call guide, and 100% of calls and live workouts were offered. Participant adherence and intervention receipt were also high for all intervention arms. Participants were generally satisfied with the intervention components; however, improvements were recommended for the online social media community within the PA programme and combined intervention arms. Autonomy, sense of accomplishment, accountability, and routine were identified as factors facilitating participant willingness to adhere to the intervention across all intervention arms. Future remote interventions should consider structured group facilitation to encourage a genuine sense of community among participants.

Formative Research to Develop the IDEFICS Physical Activity Intervention Component: Findings from Focus Groups with Children and Parents

2010 ◽  
Vol 7 (2) ◽  
pp. 246-256 ◽  
Author(s):  
Leen Haerens ◽  
Ilse De Bourdeaudhuij ◽  
Gabriele Eiben ◽  
Fabio Lauria ◽  
Silvia Bel ◽  
...  
Keyword(s):  
Physical Activity ◽  
Young Children ◽  
Focus Groups ◽  
Physical Activity Intervention ◽  
Perceived Barriers ◽  
Activity Levels ◽  
Personal Factors ◽  
Intervention Component ◽  
Community Based ◽  
Children And Parents

Background:The current study aimed at describing influencing factors for physical activity among young children to determine the best approaches for developing the IDEFICS community based intervention.Methods:In 8 European sites a trained moderator conducted a minimum of 4 focus groups using standardized questioning guides. A total of 56 focus groups were conducted including 36 focus groups with parents and 20 focus groups with children, of which 74 were boys and 81 girls. Key findings were identified through independent reviews of focus group summary reports using content analysis methods.Findings:Findings were generally consistent across countries. The greatest emphasis was on environmental physical (eg, seasonal influences, availability of facilities and safety), institutional (eg, length of breaks at school), and social factors (eg, role modeling of parents). Most cited personal factors by parents were age, social economical status, and perceived barriers. Both children and parents mentioned the importance of children’s preferences.Conclusions:To increase physical activity levels of young children the intervention should aim at creating an environment (physical, institutional, social) supportive of physical activity. On the other hand strategies should take into account personal factors like age and social economical status and should consider personal barriers too.

scholarly journals A process evaluation of the PLAN-A intervention (Peer-Led physical Activity iNtervention for Adolescent girls)

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Simon J. Sebire ◽  
Kathryn Banfield ◽  
Russell Jago ◽  
Mark J. Edwards ◽  
Rona Campbell ◽  
...  
Keyword(s):  
Physical Activity ◽  
Process Evaluation ◽  
Adolescent Girls ◽  
Physical Activity Intervention

scholarly journals The feasibility of a physical activity intervention for adults within routine diabetes care: a process evaluation

2017 ◽  
Vol 34 (1) ◽  
pp. 7-12a ◽  
Author(s):  
Lynsay Matthews ◽  
Alison Kirk ◽  
Mary McCallum ◽  
Nanette Mutrie ◽  
Ann Gold ◽  
...  
Keyword(s):  
Physical Activity ◽  
Process Evaluation ◽  
Diabetes Care ◽  
Physical Activity Intervention

Effects of a TAKE 10! Classroom-Based Physical Activity Intervention on Third- to Fifth-Grade Children’s On-task Behavior

2016 ◽  
Vol 13 (7) ◽  
pp. 712-718 ◽  
Author(s):  
Tan Leng Goh ◽  
James Hannon ◽  
Collin Webster ◽  
Leslie Podlog ◽  
Maria Newton
Keyword(s):  
Physical Activity ◽  
Elementary School ◽  
Repeated Measures ◽  
Physical Activity Intervention ◽  
Baseline Period ◽  
School Students ◽  
Task Behavior ◽  
Repeated Measures Analysis ◽  
School Day ◽  
On Task Behavior

Background:Prolonged sitting at desks during the school day without a break may result in off-task behavior in students. This study was designed to examine the effects of a classroom physical activity intervention, using TAKE 10!, on elementary school students’ on-task behavior. Nine classes (3rd to 5th grades) from 1 elementary school participated in the program (4-week baseline and 8-week intervention).Methods:The students’ on-task behavior was measured using systematic direct observation. Observations occurred once a week during weeks 1 to 4 (baseline) and weeks 8 to 12 (intervention). A two-way repeated-measures analysis of variance was used to compare on-task behavior between observation periods.Results:There was a significant decrease (P = .001) in mean percentage on-task behavior from preno TAKE 10! (91.2 ± 3.4) to postno TAKE 10! (83.5 ± 4.0) during the baseline period, whereas there was a significant increase (P = .001) in mean percentage on-task behavior from pre-TAKE 10! (82.3 ± 4.5) to post-TAKE 10! (89.5 ± 2.7) during the intervention period.Conclusions:Furthermore, students who received more daily TAKE 10! were found to be more on-task than students who received less TAKE 10!. The TAKE 10! program is effective in improving students’ on-task behavior in the classroom.

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