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.

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 How ‘The Daily Mile™’ works in practice: A process evaluation in a UK primary school

2019 ◽  
Vol 24 (4) ◽  
pp. 544-559 ◽  
Author(s):  
Jennifer Harris ◽  
Linda Jane Milnes ◽  
Gary Mountain
Keyword(s):  
Physical Activity ◽  
Focus Groups ◽  
Process Evaluation ◽  
Perceived Exertion ◽  
Physical Activity Intervention ◽  
Self Report ◽  
Successful Implementation ◽  
Two Phase ◽  
Evaluation Phase ◽  
The Right

Over 75% children in the United Kingdom fail to achieve recommended levels of physical activity. Successful implementation of ‘The Daily Mile™’, a school-based physical activity intervention, could promote activity. We examined factors instrumental to replication and/or wider implementation of ‘The Daily Mile’ through application of a two phase multi-method process evaluation. Phase one: 75 children (mean age seven years eight months) from one East Midland primary academy trialled the intervention. Data collected were self-report logs, perceived exertion scores and structured observation. Phase two: a sub-sample of 18 stakeholders participated in focus groups which were analysed using framework method. Teachers delivered ‘The Daily Mile’ on 93.6% of school days. An average of 95.2% of students participated, 94.2% completed recommended 15 minutes, 94.3% to a moderate-to-vigorous level. Three themes emerged in focus groups; embedding ‘The Daily Mile’ into practice, creating the right physical environment and building relationships/promoting a supportive climate. With systematic organisation and planning, ‘The Daily Mile’ could emerge as an integrated means of increasing physical activity. A supportive climate and factors that promote resilience are key facilitators. Further research is needed to establish outcomes and cost-effectiveness.

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.

scholarly journals Using School-Level Interviews to Develop a Multisite PE Intervention Program

2006 ◽  
Vol 33 (1) ◽  
pp. 52-65 ◽  
Author(s):  
Stacey G. Moe ◽  
Julie Pickrel ◽  
Thomas L. McKenzie ◽  
Patricia K. Strikmiller ◽  
Derek Coombs ◽  
...  
Keyword(s):  
Physical Activity ◽  
Physical Education ◽  
Middle Schools ◽  
Adolescent Girls ◽  
Intervention Program ◽  
Physical Activity Intervention ◽  
Phase 1 ◽  
The United States ◽  
Formative Research ◽  
School Level

The Trial of Activity for Adolescent Girls (TAAG) is a randomized, multicenter field trial in middle schools that aims to reduce the decline of physical activity in adolescent girls. To inform the development of the TAAG intervention, two phases of formative research are conducted to gain information on school structure and environment and on the conduct of physical education classes. Principals and designated staff at 64 eligible middle schools were interviewed using the School Survey during Phase 1. The following year(Phase 2), physical education department heads of the 36 schools selected into TAAG were interviewed. Responses were examined to design a standardized, multicomponent physical activity intervention for six regions of the United States. This article describes the contribution of formative research to the development of the physical education intervention component and summarizes the alignment of current school policies and practices with national and state standards.

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

scholarly journals A 10-Month Physical Activity Intervention Improves Body Composition in Young Black Boys

2011 ◽  
Vol 2011 ◽  
pp. 1-8 ◽  
Author(s):  
Cheryl A. Howe ◽  
Ryan A. Harris ◽  
Bernard Gutin
Keyword(s):  
Physical Activity ◽  
Body Composition ◽  
Physical Activity Intervention ◽  
Intervention Group ◽  
Skills Development ◽  
After School ◽  
Control Group ◽  
Black Boys ◽  
X Ray ◽  
Group A

Objective. To determine if a 10-month after-school physical activity (PA) intervention could prevent deleterious changes in body composition and cardiovascular (CV) fitness in young black boys.Methods. Following baseline measures, 106 boys (8–12 yrs) were randomized to either a control group or an intervention group, further divided into attenders (ATT) and nonattenders (NATT), participating in ≥60% or <60% of the intervention, respectively. The daily intervention consisted of skills development (25 min), vigorous PA (VPA, 35 min), and strengthening/stretching (20 min) components. Body composition was measured by dual-energy X-ray absorptiometry.Results. Following the intervention, the ATT exhibited an increase in moderate-to-vigorous PA and a significant reduction in BMI, fat mass, and %BF compared to the control group. A significant association among the intervention energy expenditure and changes in body composition and CV fitness was observed only in the ATT group.Conclusion. An after-school PA program of sufficient length and intensity can promote healthy changes in body composition and fitness levels in black boys who attend at least 3 days/week.

scholarly journals Breakfast consumption and physical activity in British adolescents

2010 ◽  
Vol 105 (2) ◽  
pp. 316-321 ◽  
Author(s):  
K. Corder ◽  
E. M. F. van Sluijs ◽  
R. M. Steele ◽  
A. M. Stephen ◽  
V. Dunn ◽  
...  
Keyword(s):  
Physical Activity ◽  
Body Fat ◽  
Adolescent Girls ◽  
Eating Habits ◽  
Economic Status ◽  
Self Report ◽  
Body Fat Percentage ◽  
Fat Percentage ◽  
Breakfast Consumption ◽  
The Relationship

Studies show an inverse relationship between breakfast frequency and weight gain. This may reflect poor eating habits generally and associated low physical activity (PA) or direct impacts of breakfast on mechanisms leading to lethargy and reduced PA. The relationship between breakfast frequency and PA is inconclusive. We aimed to determine whether breakfast frequency is associated with PA levels in British adolescents independent of body composition and socio-economic status (SES). Habitual breakfast frequency (self-report questionnaire) was assessed in 877 adolescents (43 % male, age 14·5 (sd 0·5) years old). PA was measured over 5 d (accelerometry, average counts/min; cpm). Associations between daily PA and breakfast frequency were assessed using linear regression adjusted for body fat percentage and SES. Effect modification by sex and associations with PA during the morning (06.00–12.00 hours) were explored. For boys, there were no significant associations between breakfast frequency and PA. For girls, less frequent breakfast consumption was significantly associated with lower PA (cpm) during the morning (occasional v. frequent β − 6·1 (95 % CI − 11·1, − 1·1), P = 0·017) when adjusted for body fat percentage and SES. There were no associations between PA and breakfast consumption over the whole day; however, for girls, less frequent breakfast consumption may be associated with lower PA levels during the morning, suggesting that breakfast consumption should perhaps be taken into consideration when aiming to promote PA in adolescent girls.

The impacts of physical activity intervention on physical and cognitive outcomes in children with autism spectrum disorder

Autism ◽  
2016 ◽  
Vol 21 (2) ◽  
pp. 190-202 ◽  
Author(s):  
Chien-Yu Pan ◽  
Chia-Hua Chu ◽  
Chia-Liang Tsai ◽  
Ming-Chih Sung ◽  
Chu-Yang Huang ◽  
...  
Keyword(s):  
Physical Activity ◽  
Autism Spectrum Disorder ◽  
Physical Activity Intervention ◽  
Children With Autism ◽  
Wisconsin Card Sorting Test ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Card Sorting ◽  
Group A ◽  
Group B

This study examined the effects of a 12-week physical activity intervention on the motor skill proficiency and executive function of 22 boys (aged 9.08 ± 1.75 years) with autism spectrum disorder. In Phase I of the 12 weeks, 11 boys with autism spectrum disorder (Group A) received the intervention, whereas the other 11 boys with autism spectrum disorder (Group B) did not (true control, no intervention). The arrangement was reversed in Phase II, which lasted an additional 12 weeks. The Bruininks–Oseretsky Test of Motor Proficiency, Second Edition, and the Wisconsin Card Sorting Test were conducted three times for each participant (Group A, primary grouping: baseline (T1), post-assessment (T2), and follow-up assessment (T3); Group B, control grouping: T1−T2; intervention condition, T2−T3). The main findings were that both groups of children with autism spectrum disorder significantly exhibited improvements in motor skill proficiency (the total motor composite and two motor-area composites) and executive function (three indices of the Wisconsin Card Sorting Test) after 12 weeks of physical activity intervention. In addition, the effectiveness appeared to have been sustained for at least 12 weeks in Group A. The findings provide supporting evidence that physical activity interventions involving table tennis training may be a viable therapeutic option for treating children with autism spectrum disorder.

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