Translating Research to Practice

2011 ◽  
Vol 12 (6) ◽  
pp. 932-941 ◽  
Author(s):  
Glenn Austin ◽  
Tanya Bell ◽  
Cristina Caperchione ◽  
W. Kerry Mummery
Keyword(s):  
Physical Activity ◽  
Real World ◽  
Physical Activity Intervention ◽  
School Setting ◽  
Internal Validity ◽  
Evaluation Framework ◽  
Theoretical Evaluation ◽  
Physical Activity Interventions ◽  
School Based ◽  
Effective Interventions

Although there has been an increase in the availability of effective, evidence-based physical activity interventions in school settings during the past decade, there is a paucity of published research focusing on the translation of these effective interventions into real-world practice. The purpose of this research was to examine the translatability of an existing school-based physical activity intervention. More specifically, this research sought to identify the barriers and facilitators in adopting, implementing, and maintaining a school-based physical activity intervention using RE-AIM as a theoretical evaluation framework. It was concluded that interventions that consider issues around complexity and compatibility with the school setting are more likely to be adopted, implemented, and maintained. It was recommended that future evaluations of physical activity interventions should not be limited to testing internal validity, but should consider external validity and ecological aspects, relevant to increasing dissemination in real-world settings.

Supporting Positive School Outcomes Through School-Based Physical Activity Intervention: Current Evidence and Resources

2017 ◽  
Vol 53 (2) ◽  
pp. 120-125 ◽  
Author(s):  
Katelin da Cruz
Keyword(s):  
Physical Activity ◽  
Academic Performance ◽  
Classroom Behavior ◽  
Physical Activity Intervention ◽  
School Context ◽  
Current Evidence ◽  
School Outcomes ◽  
Physical Activity Interventions ◽  
School Based ◽  
The Relationship

Research on the relationship between physical activity and academic performance and classroom behavior is in its early stages, and research attempting to examine the relationship within the school context is even scarcer. However, educators have already begun to use strategies such as classroom physical activity breaks. This column discusses research on school-based physical activity practices of classroom movement breaks, integrated physical activity, and recess in order to inform educators’ decisions regarding the use of these strategies. Resources for school-based physical activity interventions in addition to information regarding their effectiveness is also included to support educators in selecting programs.

scholarly journals The CATCH Kids Club: a pilot after-school study for improving elementary students’ nutrition and physical activity

2005 ◽  
Vol 8 (2) ◽  
pp. 133-140 ◽  
Author(s):  
Steve Kelder ◽  
Deanna M Hoelscher ◽  
Cristina S Barroso ◽  
Joey L Walker ◽  
Peter Cribb ◽  
...  
Keyword(s):  
Physical Activity ◽  
Vigorous Physical Activity ◽  
El Paso ◽  
School Setting ◽  
After School ◽  
Physical Activity Interventions ◽  
School Based ◽  
School Day ◽  
Logistic Issue ◽  
Group Interviews

AbstractBackgroundAlthough many school-based diet and physical activity interventions have been designed and evaluated, relatively few have been tested for the after-school setting. After-school day-care programmes at either elementary schools or private locations provide a ready-made opportunity for health programmes that may be difficult to incorporate into an already-full school day. The purpose of this paper is to report on a pilot study of an after-school adaptation of the CATCH (Coordinated Approach To Child Health) elementary school programme called the CATCH Kids Club (CKC).MethodsThe CKC was pilot-tested and formatively evaluated in 16 Texas after-school programmes: eight in El Paso and eight in Austin (four intervention and four reference sites each). Evaluation consisted of direct observation of moderate to vigorous physical activity during play time, self-reported food intake and physical activity, and focus group interviews with after-school programme staff.ResultsStudents responded well to the physical activity and snack components and were less interested in the five-module education component. Routine staff training was a key variable in achieving proper implementation; the ideal would be a full day with repeated follow-up model teaching visits. Staff turnover was a logistic issue, as was programme leader readiness and interest in conducting the programme. Strong and significant effects were observed for the physical activity but not for the education component. The results of the physical education component suggest it is feasible, effective and ready for larger-scale evaluation or dissemination.

Evaluating the Population Health Impact of Physical Activity Interventions in Primary Care—Are We Asking the Right Questions?

2005 ◽  
Vol 2 (2) ◽  
pp. 197-215 ◽  
Author(s):  
Elizabeth G. Eakin ◽  
Ben J. Smith ◽  
Adrian E. Bauman
Keyword(s):  
Physical Activity ◽  
Primary Care ◽  
Physical Activity Intervention ◽  
Internal Validity ◽  
Health Impact ◽  
Care Staff ◽  
Future Research ◽  
Physical Activity Counseling ◽  
Physical Activity Interventions ◽  
Barriers To Physical Activity

Background:This article evaluates the extent to which the literature on primary care-based physical activity interventions informs the translation of research into practice and identifies priorities for future research.Methods:Relevant databases were searched for: (1) descriptive studies of physician barriers to physical activity counseling (n = 8), and (2) reviews of the literature on primary care-based physical activity intervention studies (n = 9). The RE-AIM framework was used to guide the evaluation.Results:Lack of time, limited patient receptiveness, lack of remuneration, and limited counseling skills are the predominant barriers to physical activity counselling. Issues of internal validity (i.e., effectiveness and implementation) have received much more attention in the literature than have issues of external validity (i.e., reach and adoption).Conclusions:The research agenda for primary care-based physical activity interventions needs greater attention to the feasibility of adoption by busy primary care staff, generalizability, and dissemination.

scholarly journals Moderators of School-Based Physical Activity Interventions on Cardiorespiratory Endurance in Primary School-Aged Children: A Meta-Regression

2018 ◽  
Vol 15 (8) ◽  
pp. 1764 ◽  
Author(s):  
Ryan D. Burns ◽  
Timothy A. Brusseau ◽  
You Fu
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
Random Effects ◽  
Physical Activity Intervention ◽  
School Aged Children ◽  
Physical Activity Interventions ◽  
School Based ◽  
Study Heterogeneity ◽  
Meta Regression ◽  
Cardiorespiratory Endurance

The purpose of this study was to examine potential moderators of school-based physical activity interventions on cardiorespiratory endurance in primary school-aged children using meta-regression. An Internet search with several databases was employed, extracting school-based pediatric physical activity intervention studies published within the past 30 years. Studies were included if there was a control or comparison group, if the study sample included primary school-aged children, if the targeted outcome of cardiorespiratory endurance was objectively assessed, if the intervention was at least partially school-based, and if the effect estimate’s variability was reported. An inverse-variance random effects meta-regression was employed using the primary predictors of component number (single component or multi-component) and intervention length using 20 extracted studies with 23 total effects. The overall pooled effect on cardiorespiratory endurance was statistically significant (Hedges’ g = 0.30, 95% C.I.: 0.19–0.40; p < 0.001). Using random effects meta-regression, neither component number (b = –0.09, 95% C.I.: –0.40–0.23; p = 0.560) or intervention length (b = 0.001, 95% C.I.: –0.002–0.004; p = 0.427) yielded a significant modifying effect on cardiorespiratory endurance. School-based physical activity interventions have a significant pooled effect on cardiorespiratory endurance in primary school-aged children. Component number and intervention length does not modify this effect, suggesting other sources for between-study heterogeneity.

scholarly journals Sensory Profile of Adults with Reduced Food Intake and the Potential Roles of Nutrition and Physical Activity Interventions

2019 ◽  
Vol 10 (6) ◽  
pp. 1120-1125 ◽  
Author(s):  
Marie-Eve Mathieu ◽  
Ryan E R Reid ◽  
Neil A King
Keyword(s):  
Physical Activity ◽  
Food Intake ◽  
Physical Activity Intervention ◽  
Sensory Profile ◽  
Sensory Response ◽  
Older Individuals ◽  
Beneficial Effects ◽  
Physical Activity Interventions ◽  
Nutrition And Physical Activity ◽  
Sensory Training

ABSTRACT The sensory profile, referring to sight, smell, taste, hearing, and touch, plays an essential role in optimizing the habitual intake of energy and macronutrients. However, specific populations, such as older adults, are known to have impaired energy intake. In this paper, the relevance of sensory impairments in this older population is described, and the extent to which nutritional and physical activity interventions can modulate these sensory responses when food intake is insufficient is explored. With aging, all senses deteriorate, and in most cases, such deteriorations diminish the nutritional response. The only exception is sight, for which both positive and negative impacts on nutritional response have been reported. From a prevention perspective, nutritional interventions have been understudied, and to date, only hearing is known to be positively affected by a good nutritional profile. In comparison, physical activity has been more frequently studied in this context, and is linked to an improved preservation of 4 senses. Regarding treatment, very few studies have directly targeted sensory training, and the focus of research has tended to be on nutrition and physical activity intervention. Sensory training, and nutritional and physical activity treatments all have beneficial effects on the senses. In the future, researchers should focus on exploring gaps in the literature specifically concerning prevention, treatment, and sensory response to understand how to improve the efficacy of current approaches. In order to maintain sensory acuity and recover from sensory impairment, the current state of knowledge supports the importance of improving nutritional habits as well as physical activity early on in life. A combined approach, linking a detailed lifestyle profile with the assessment of numerous senses and one or more interventional approaches (nutrition, physical activity, sensory training, etc.), would be required to identify effective strategies to improve the nutritional state of older individuals.

School‐based physical activity interventions in rural and urban/suburban communities: A systematic review and meta‐analysis

2021 ◽  
Author(s):  
Christopher D. Pfledderer ◽  
Ryan D. Burns ◽  
Wonwoo Byun ◽  
Russell L. Carson ◽  
Gregory J. Welk ◽  
...  
Keyword(s):  
Physical Activity ◽  
Systematic Review ◽  
Meta Analysis ◽  
Suburban Communities ◽  
Physical Activity Interventions ◽  
School Based ◽  
Rural And Urban

scholarly journals Feasibility and acceptability of a culturally tailored physical activity intervention for Arab-Australian women

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Aymen El Masri ◽  
Gregory S. Kolt ◽  
Emma S. George
Keyword(s):  
Physical Activity ◽  
Physical Activity Intervention ◽  
Short Form ◽  
Trial Registration ◽  
Post Intervention ◽  
Face To Face ◽  
Physical Activity Interventions ◽  
Culturally Tailored ◽  
Session Attendance ◽  
Australian Community

Abstract Background Despite being one of the largest migrant groups in Australia, few physical activity interventions exist for Arab-Australians. The primary aim of this study was to test the feasibility and acceptability of a 12-week culturally tailored physical activity intervention for Arab-Australian women. Methods This study used a single-group pretest–posttest design, and was informed by extensive formative research and consultation involving the Arab-Australian community. Participants were insufficiently active Arab-Australian women aged 35–64 with no current illness or injury that would limit physical activity participation. The intervention comprised 6 face-to-face physical activity and education sessions over 12 weeks. The intervention was conducted at 2 separate intervention sites in Western Sydney, Australia. Feasibility outcomes included recruitment, session attendance, and retention. The acceptability of the intervention was assessed through a process evaluation questionnaire completed post-intervention. Accelerometers and the short-form International Physical Activity Questionnaire were used to measure physical activity at baseline and post-intervention. Descriptive statistics were used for feasibility and acceptability outcomes, and changes in physical activity were examined using Wilcoxon signed-rank tests. Results Of the 53 women who were contacted or expressed interest, 22 were eligible and enrolled in the study. Participants were primarily recruited through direct contact by Arab-Australian community workers and by word-of-mouth. Average session attendance was 63% and the retention rate post-intervention was 68%. The culturally-related intervention components, such as the appropriateness of content, and women-only setting, were rated highly favourably (4.33 to 4.87/5). General intervention elements, such as the face-to-face delivery, knowledge and approachability of facilitators, and session structure, were also rated favourably (4.33 to 4.93/5), and the lowest scored item was the intervention session frequency (3.2/5). There were no statistically significant changes in physical activity post-intervention. Conclusions The findings from this study highlighted factors related to recruitment and delivery that need to be considered when developing physical activity interventions for Arab-Australian women. Further research is required using a larger sample and a randomised controlled trial design to examine the longer-term impact on physical activity, and to also examine ways of increasing intervention engagement and retention among Arab-Australian women. Trial Registration: ANZCTR, ACTRN12618001392257. Registered 20 August 2018, https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=375636.

Attaining the Active School Flag: How physical activity provision can be enhanced in Irish primary schools

2017 ◽  
Vol 25 (1) ◽  
pp. 76-88 ◽  
Author(s):  
Richard Bowles ◽  
Déirdre Ní Chróinín ◽  
Elaine Murtagh
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
Primary Schools ◽  
Qualitative Interviews ◽  
Positive Health ◽  
Policy Makers ◽  
School Communities ◽  
Physical Activity Interventions ◽  
School Based ◽  
School Initiatives

The provision of regular physical activity opportunities has the potential to have positive health benefits for children. This study used qualitative interviews and focus groups to examine the experiences of two Irish primary school communities as they worked to attain an Active School Flag. The data suggest that engagement in this formal physical activity initiative impacts positively on children’s engagement in physical activity. Schools were encouraged to embark on innovative activities that attracted widespread participation within schools and in the wider community. The establishment of links with community groups fostered collaborations that were empowering and inclusive. This research supports the contention that primary school initiatives can provide enhanced physical activity opportunities for children, and may provide guidance to national and international policy-makers as they devise school-based physical activity interventions.

A Self-Determined Exploration of Adolescents’ and Parents’ Experiences Derived From a Multidimensional School-Based Physical Activity Intervention

2020 ◽  
pp. 1-10
Author(s):  
Roberto Ferriz ◽  
Alejandro Jiménez-Loaisa ◽  
David González-Cutre ◽  
María Romero-Elías ◽  
Vicente J. Beltrán-Carrillo
Keyword(s):  
Physical Activity ◽  
Physical Activity Intervention ◽  
Leisure Time Physical Activity ◽  
Self Determination Theory ◽  
Psychological Needs ◽  
Basic Psychological Needs ◽  
Self Determination ◽  
Motivational Strategies ◽  
School Based ◽  
Parents Experiences

Purpose: Adolescents’ and parents’ experiences within a multidimensional school-based physical activity intervention grounded on self-determination theory were explored. Method: Qualitative data from 29 adolescents (aged 15–17 years) and three parents on behalf of the total students’ families were collected via participant observation (research diary), semistructured interviews, and focus groups. Results: Adolescents perceived that the application of motivational strategies, based on self-determination theory, satisfied their basic psychological needs for autonomy, competence and relatedness, favored self-determined motivation, and gave rise to adaptive consequences (improved physical activity knowledge, creation of affective bonds, and increased leisure-time physical activity). These results were supported by the information reported by the students’ parents. Discussion/Conclusions: The findings support the implementation of self-determination theory-based multidimensional interventions to promote adolescents’ physical activity participation. This study also presents several motivational strategies which could be useful for the design and implementation of future school-based physical activity interventions.

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