S. Samendinger, Christopher R. Hill, Soyeon Ahn, D. Feltz
The purpose of this meta-analysis was to examine the Köhler motivation effect in partnered dyads (conjunctive task structure) during exercise. This preregistered meta-analysis followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and included 19 (total sample size N = 1,912) primary, peer-reviewed research articles that have reported the effectiveness of the Köhler effect paradigm (with a no-partner control condition) in exercise tasks on the outcome variable of intensity or persistence of effort. The overall motivation gain effect was statistically significant, (SE = 0.12), suggesting a significantly higher performance gain in conjunctive partnered exercise groups compared with individual exercise. The large effect was moderated by the performance-dependent variable (persistence and intensity), mean participant age, and exercise partner type (human and software generated). There appears to be strong support for the Köhler motivation gain paradigm as a potential to help individuals improve their effort in exercise settings.
{"title":"The Köhler Motivation Gain Effect With Exercise Tasks: A Meta-Analysis","authors":"S. Samendinger, Christopher R. Hill, Soyeon Ahn, D. Feltz","doi":"10.1123/kr.2022-0047","DOIUrl":"https://doi.org/10.1123/kr.2022-0047","url":null,"abstract":"The purpose of this meta-analysis was to examine the Köhler motivation effect in partnered dyads (conjunctive task structure) during exercise. This preregistered meta-analysis followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines and included 19 (total sample size N = 1,912) primary, peer-reviewed research articles that have reported the effectiveness of the Köhler effect paradigm (with a no-partner control condition) in exercise tasks on the outcome variable of intensity or persistence of effort. The overall motivation gain effect was statistically significant, (SE = 0.12), suggesting a significantly higher performance gain in conjunctive partnered exercise groups compared with individual exercise. The large effect was moderated by the performance-dependent variable (persistence and intensity), mean participant age, and exercise partner type (human and software generated). There appears to be strong support for the Köhler motivation gain paradigm as a potential to help individuals improve their effort in exercise settings.","PeriodicalId":37468,"journal":{"name":"Kinesiology Review","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88050460","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In 2017, Lai et al. identified technology use as a potentially useful means of delivering movement-based interventions to improve physical activity outcomes for individuals with disabilities. Therefore, the purpose of this scoping review was to summarize technology-facilitated movement interventions using remote (i.e., phone-, internet-, or app-based) technology for people with disabilities. Electronic database searches yielded 15 relevant intervention studies published between 2016 and 2022. Studies centered on various disability populations (e.g., autism, intellectual disabilities, and mobility impairments), used several technology-facilitated approaches (e.g., app-based, telehealth-based, online-based, and virtual-reality-enhanced), and included a range of outcome variables (e.g., physical activity, motor skills, body composition, and program efficacy). Findings indicate that in the years since the previous review, technology-facilitated interventions have become more frequent, and future research should continue to develop and refine such interventions to increase their accessibility and effectiveness for disability populations.
{"title":"Online and Mobile-Technology-Facilitated Movement Interventions Among Disability Populations: A Scoping Review","authors":"Taewoo Kim, T. N. Kirk","doi":"10.1123/kr.2022-0049","DOIUrl":"https://doi.org/10.1123/kr.2022-0049","url":null,"abstract":"In 2017, Lai et al. identified technology use as a potentially useful means of delivering movement-based interventions to improve physical activity outcomes for individuals with disabilities. Therefore, the purpose of this scoping review was to summarize technology-facilitated movement interventions using remote (i.e., phone-, internet-, or app-based) technology for people with disabilities. Electronic database searches yielded 15 relevant intervention studies published between 2016 and 2022. Studies centered on various disability populations (e.g., autism, intellectual disabilities, and mobility impairments), used several technology-facilitated approaches (e.g., app-based, telehealth-based, online-based, and virtual-reality-enhanced), and included a range of outcome variables (e.g., physical activity, motor skills, body composition, and program efficacy). Findings indicate that in the years since the previous review, technology-facilitated interventions have become more frequent, and future research should continue to develop and refine such interventions to increase their accessibility and effectiveness for disability populations.","PeriodicalId":37468,"journal":{"name":"Kinesiology Review","volume":"69 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90910714","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this article is to encourage administrators, faculty, and staff to foster a sense of belonging for students of color in kinesiology and affiliated academic units at institutions of higher education. Kinesiology is vast and has a range of corresponding workforce careers; however, despite equity, diversity, and inclusion efforts, people of color still lag behind in representation. Acknowledging the current social and legislative climate that seeks to dismantle equity, diversity, and inclusion efforts, the American Kinesiology Association as a leadership-driven membership has the opportunity to further its stance and governance through amplifying the sense of belonging as a social justice practice. Fostering a holistic sense of belonging for students of color beyond the conventional classroom can promote successful student outcomes with increased academic engagement and use of support services, increased personal self-concept and mental health and wellness, and an overall satisfaction with the college experience.
{"title":"Lift Me Up: Fostering Belonging Beyond the Classroom","authors":"Akilah R. Carter-Francique","doi":"10.1123/kr.2023-0032","DOIUrl":"https://doi.org/10.1123/kr.2023-0032","url":null,"abstract":"The purpose of this article is to encourage administrators, faculty, and staff to foster a sense of belonging for students of color in kinesiology and affiliated academic units at institutions of higher education. Kinesiology is vast and has a range of corresponding workforce careers; however, despite equity, diversity, and inclusion efforts, people of color still lag behind in representation. Acknowledging the current social and legislative climate that seeks to dismantle equity, diversity, and inclusion efforts, the American Kinesiology Association as a leadership-driven membership has the opportunity to further its stance and governance through amplifying the sense of belonging as a social justice practice. Fostering a holistic sense of belonging for students of color beyond the conventional classroom can promote successful student outcomes with increased academic engagement and use of support services, increased personal self-concept and mental health and wellness, and an overall satisfaction with the college experience.","PeriodicalId":37468,"journal":{"name":"Kinesiology Review","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135801793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In recent years, it has become increasingly evident that higher education in the United States is experiencing somewhat of a paradigm shift. We are being challenged to reform our institutions in order to respond to changing societal needs resulting from the fast-paced, digital transformation of industries, societal systems, and our daily lives. The member institutions of the American Academy of Kinesiology will need to think long and hard about how they will respond to these challenges. America’s universities have a responsibility to be a catalyst for the human-centric, technology-driven transformation of sectors such as transportation, agriculture, medicine, public health, clean energy, and manufacturing, among others, and to provide the vision, leadership, and innovation that such workforce transformation demands. Within the academy, we rightly take great pride in our long-standing contributions to the development and deployment of breakthrough discoveries and innovations that have contributed to the transformation of society. However, we have begun to realize that our institutions will need to bring this same commitment to innovation to our teaching, curricula, and instructional programs. Addressing these new areas of need and opportunity will require institutional innovation and reform, for us and for the postsecondary education sector generally. I believe that American Kinesiology Association member departments can play a significant role in the transformation of higher education at our institutions. I am delighted that the American Kinesiology Association has begun to think through how these changes will impact the future of our discipline. I am both optimistic and excited about the many ways that American Kinesiology Association member institutions will continue to play a leading role in the new higher education reality.
近年来，越来越明显的是，美国的高等教育正在经历某种模式的转变。我们面临着改革制度的挑战，以应对工业、社会系统和日常生活的快节奏数字化转型所带来的不断变化的社会需求。美国运动机能学学会(American Academy of Kinesiology)的成员机构将需要认真思考如何应对这些挑战。美国的大学有责任成为交通、农业、医药、公共卫生、清洁能源和制造业等部门以人为中心、技术驱动转型的催化剂，并提供这种劳动力转型所需的远见、领导力和创新。在学院内部，我们理所当然地为我们在发展和部署突破性发现和创新方面的长期贡献感到自豪，这些发现和创新为社会的变革做出了贡献。然而，我们已经开始意识到，我们的教育机构也需要在教学、课程和教学计划方面做出同样的创新承诺。要解决这些新领域的需求和机遇，我们和整个高等教育部门都需要进行制度创新和改革。我相信美国运动机能学协会的成员部门可以在高等教育的转型中发挥重要作用。我很高兴美国运动机能学协会已经开始思考这些变化将如何影响我们学科的未来。我对美国运动机能学协会成员机构将继续在新的高等教育现实中发挥主导作用的许多方面感到乐观和兴奋。
{"title":"Transforming Higher Education","authors":"Wojtek Chodzko-Zajko","doi":"10.1123/kr.2023-0028","DOIUrl":"https://doi.org/10.1123/kr.2023-0028","url":null,"abstract":"In recent years, it has become increasingly evident that higher education in the United States is experiencing somewhat of a paradigm shift. We are being challenged to reform our institutions in order to respond to changing societal needs resulting from the fast-paced, digital transformation of industries, societal systems, and our daily lives. The member institutions of the American Academy of Kinesiology will need to think long and hard about how they will respond to these challenges. America’s universities have a responsibility to be a catalyst for the human-centric, technology-driven transformation of sectors such as transportation, agriculture, medicine, public health, clean energy, and manufacturing, among others, and to provide the vision, leadership, and innovation that such workforce transformation demands. Within the academy, we rightly take great pride in our long-standing contributions to the development and deployment of breakthrough discoveries and innovations that have contributed to the transformation of society. However, we have begun to realize that our institutions will need to bring this same commitment to innovation to our teaching, curricula, and instructional programs. Addressing these new areas of need and opportunity will require institutional innovation and reform, for us and for the postsecondary education sector generally. I believe that American Kinesiology Association member departments can play a significant role in the transformation of higher education at our institutions. I am delighted that the American Kinesiology Association has begun to think through how these changes will impact the future of our discipline. I am both optimistic and excited about the many ways that American Kinesiology Association member institutions will continue to play a leading role in the new higher education reality.","PeriodicalId":37468,"journal":{"name":"Kinesiology Review","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135844723","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Individual preference and tolerance can be seen as relevant traits for the understanding of the relationship between exercise intensity and behavioral outcomes. To better understand that relationship, this scoping review aimed to analyze preference for, and tolerance of, exercise intensity constructs in physical activity settings by verifying the contextual utility and feasibility of the subscales in the multiple settings of their application, the interpretation of the subscales, associations with other variables, and the reported limitations of the subscales’ use. The search was conducted through PubMed, SPORTDiscus, PsycINFO, and B-on databases. Inclusion criteria were healthy individuals including athletes, experimental and nonexperimental studies written in English based on the assessment of subjective intensity in exercise; studies including the variables tolerance and/or preference. Exclusion criteria were instrument validation studies with no concurrent data, gray literature, and systematic reviews. Thirty-six studies published between 2005 and 2022 were analyzed. Results indicate that both constructs appear to be useful and feasible in various physical activity settings. No relevant limitations were reported for its use. Preference and tolerance constructs assessed with the PRETIE-Q (Preference for and Tolerance of the Intensity of Exercise Questionaire) seem to offer a simple but useful understanding of the individual relation with exercise intensity in several physical activity–related outcomes.
{"title":"Are Preference and Tolerance Measured With the PRITIE-Q (Preference for and Tolerance of the Intensity of Exercise Questionaire) Relevant Constructs for Understanding Exercise Intensity in Physical Activity? A Scoping Review","authors":"Filipe Santos, Diogo Teixeira","doi":"10.1123/kr.2023-0021","DOIUrl":"https://doi.org/10.1123/kr.2023-0021","url":null,"abstract":"Individual preference and tolerance can be seen as relevant traits for the understanding of the relationship between exercise intensity and behavioral outcomes. To better understand that relationship, this scoping review aimed to analyze preference for, and tolerance of, exercise intensity constructs in physical activity settings by verifying the contextual utility and feasibility of the subscales in the multiple settings of their application, the interpretation of the subscales, associations with other variables, and the reported limitations of the subscales’ use. The search was conducted through PubMed, SPORTDiscus, PsycINFO, and B-on databases. Inclusion criteria were healthy individuals including athletes, experimental and nonexperimental studies written in English based on the assessment of subjective intensity in exercise; studies including the variables tolerance and/or preference. Exclusion criteria were instrument validation studies with no concurrent data, gray literature, and systematic reviews. Thirty-six studies published between 2005 and 2022 were analyzed. Results indicate that both constructs appear to be useful and feasible in various physical activity settings. No relevant limitations were reported for its use. Preference and tolerance constructs assessed with the PRETIE-Q (Preference for and Tolerance of the Intensity of Exercise Questionaire) seem to offer a simple but useful understanding of the individual relation with exercise intensity in several physical activity–related outcomes.","PeriodicalId":37468,"journal":{"name":"Kinesiology Review","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135448750","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The use of regular classroom time during school to increase children’s and adolescents’ daily physical activity—a practice known as movement integration (MI)—has gained substantial traction in research internationally as an evidence-based strategy for enhancing students’ health and academic performance, yet it remains underutilized and largely subject to teachers’ discretion. Understanding and explaining teachers’ use of MI are, therefore, key areas of focus for researchers, teacher educators, and interventionists. Research on MI implementation is informed by multiple theoretical lenses, but the discipline lacks cohesion. The proposed unifying framework in this article coalesces three relevant strands of inquiry: (a) stages of influence on MI, (b) factors of influence on MI, and (c) conceptualizing MI. The framework reflects the burgeoning knowledge base related to MI implementation and is an attempt to advance the field toward a general theory that can more clearly and coherently guide research and professional practice.
{"title":"Toward a General Theory of Classroom Teachers’ Movement Integration","authors":"C. Webster","doi":"10.1123/kr.2023-0013","DOIUrl":"https://doi.org/10.1123/kr.2023-0013","url":null,"abstract":"The use of regular classroom time during school to increase children’s and adolescents’ daily physical activity—a practice known as movement integration (MI)—has gained substantial traction in research internationally as an evidence-based strategy for enhancing students’ health and academic performance, yet it remains underutilized and largely subject to teachers’ discretion. Understanding and explaining teachers’ use of MI are, therefore, key areas of focus for researchers, teacher educators, and interventionists. Research on MI implementation is informed by multiple theoretical lenses, but the discipline lacks cohesion. The proposed unifying framework in this article coalesces three relevant strands of inquiry: (a) stages of influence on MI, (b) factors of influence on MI, and (c) conceptualizing MI. The framework reflects the burgeoning knowledge base related to MI implementation and is an attempt to advance the field toward a general theory that can more clearly and coherently guide research and professional practice.","PeriodicalId":37468,"journal":{"name":"Kinesiology Review","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85352836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
D. Marquez, Michelle A. Jaldin, M. Negrete, M. Whitt-Glover, C. Glover
Physical activity (PA) has been associated with a multitude of beneficial mental and physical outcomes. It is well documented, however, that there are health disparities and inequities for segments of the population, especially as related to PA. Engagement of traditionally minoritized populations into research is essential for justice in health. We discuss a community engagement model that can be used for recruiting and retaining traditionally minoritized populations into PA research, and then we go into three major ethnic/racial groups in the United States: Latinos, African Americans, and Asian Americans. Background information of each group, cultural values that play a role in health for each of the groups, and research demonstrating how culture plays a role in the formation and implementation of PA interventions in these groups is presented.
{"title":"Physical Activity and Health Equity for Middle-Aged and Older Adults","authors":"D. Marquez, Michelle A. Jaldin, M. Negrete, M. Whitt-Glover, C. Glover","doi":"10.1123/kr.2022-0032","DOIUrl":"https://doi.org/10.1123/kr.2022-0032","url":null,"abstract":"Physical activity (PA) has been associated with a multitude of beneficial mental and physical outcomes. It is well documented, however, that there are health disparities and inequities for segments of the population, especially as related to PA. Engagement of traditionally minoritized populations into research is essential for justice in health. We discuss a community engagement model that can be used for recruiting and retaining traditionally minoritized populations into PA research, and then we go into three major ethnic/racial groups in the United States: Latinos, African Americans, and Asian Americans. Background information of each group, cultural values that play a role in health for each of the groups, and research demonstrating how culture plays a role in the formation and implementation of PA interventions in these groups is presented.","PeriodicalId":37468,"journal":{"name":"Kinesiology Review","volume":"20 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85366836","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Social Justice and Equity Imperatives—A Call to Action","authors":"Karen L. Francis, Kim C. Graber","doi":"10.1123/kr.2023-0037","DOIUrl":"https://doi.org/10.1123/kr.2023-0037","url":null,"abstract":"","PeriodicalId":37468,"journal":{"name":"Kinesiology Review","volume":"16 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136008288","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This scoping review aimed to provide a comprehensive overview of physical education (PE) literature related to bullying. The review was outlined and guided by the Preferred Reporting Items for Systematic Reviews Extension for Scoping Reviews (PRISMA-ScR) checklist. All English-language articles published in peer-reviewed journals that focused on bullying and PE were included. Thematic analysis was used to summarize data extracted from the selected literature. In total, 43 articles conducted in 16 countries were included in this scoping review. Results identified individual-, peer-, school-, and family-level factors that trigger bullying in PE. The impacts of bullying in PE, antibullying strategies and interventions, and summary of future study directions are also discussed. Results from the study highlighted the importance of adopting social ecological perspectives to address bullying behavior and guide antibullying interventions in PE. Physical activities that can potentially promote children’s social emotional learning are also needed to reduce and prevent bullying in PE.
{"title":"Bullying and Physical Education: A Scoping Review","authors":"Mengyi Wei, K. Graber","doi":"10.1123/kr.2022-0031","DOIUrl":"https://doi.org/10.1123/kr.2022-0031","url":null,"abstract":"This scoping review aimed to provide a comprehensive overview of physical education (PE) literature related to bullying. The review was outlined and guided by the Preferred Reporting Items for Systematic Reviews Extension for Scoping Reviews (PRISMA-ScR) checklist. All English-language articles published in peer-reviewed journals that focused on bullying and PE were included. Thematic analysis was used to summarize data extracted from the selected literature. In total, 43 articles conducted in 16 countries were included in this scoping review. Results identified individual-, peer-, school-, and family-level factors that trigger bullying in PE. The impacts of bullying in PE, antibullying strategies and interventions, and summary of future study directions are also discussed. Results from the study highlighted the importance of adopting social ecological perspectives to address bullying behavior and guide antibullying interventions in PE. Physical activities that can potentially promote children’s social emotional learning are also needed to reduce and prevent bullying in PE.","PeriodicalId":37468,"journal":{"name":"Kinesiology Review","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85199787","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Rebecca E. Hasson, Lexie R. Beemer, Andria B. Eisman, Penelope Friday
The adoption of classroom-based physical activity interventions in elementary schools is nearly universal (92%), but fewer than 22% of teachers who implement activity breaks achieve a dose of 10 min/day. Dissemination and implementation science frameworks provide a systematic approach to identifying and overcoming barriers likely to impede successful adoption and fidelity of evidence-based interventions. This review highlights the development and subsequent tailoring of a classroom-based physical activity intervention, Interrupting Prolonged sitting with ACTivity (InPACT), for delivery in low-resource schools using implementation science frameworks focused on equity. Unlike most classroom physical activity interventions, tailored InPACT includes a suite of implementation strategies (methods or techniques that support adoption, implementation, and sustainment of a program or practice) and, thus, has been designed for dissemination. These strategies were focused on increasing teacher self-efficacy and reducing multilevel implementation barriers in low-resource schools to promote intervention fidelity, effectiveness, and sustainment.
{"title":"Closing the Gap Between Classroom-Based Physical Activity Intervention Adoption and Fidelity in Low-Resource Schools","authors":"Rebecca E. Hasson, Lexie R. Beemer, Andria B. Eisman, Penelope Friday","doi":"10.1123/kr.2022-0041","DOIUrl":"https://doi.org/10.1123/kr.2022-0041","url":null,"abstract":"The adoption of classroom-based physical activity interventions in elementary schools is nearly universal (92%), but fewer than 22% of teachers who implement activity breaks achieve a dose of 10 min/day. Dissemination and implementation science frameworks provide a systematic approach to identifying and overcoming barriers likely to impede successful adoption and fidelity of evidence-based interventions. This review highlights the development and subsequent tailoring of a classroom-based physical activity intervention, Interrupting Prolonged sitting with ACTivity (InPACT), for delivery in low-resource schools using implementation science frameworks focused on equity. Unlike most classroom physical activity interventions, tailored InPACT includes a suite of implementation strategies (methods or techniques that support adoption, implementation, and sustainment of a program or practice) and, thus, has been designed for dissemination. These strategies were focused on increasing teacher self-efficacy and reducing multilevel implementation barriers in low-resource schools to promote intervention fidelity, effectiveness, and sustainment.","PeriodicalId":37468,"journal":{"name":"Kinesiology Review","volume":"31 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85255005","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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