Adapting the InPACT Intervention to Enhance Implementation Fidelity and Flexibility.
Adapting the InPACT Intervention to Enhance Implementation Fidelity and Flexibility.
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DOI：
10.1007/s11121-020-01199-z
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发表时间：
2021-04
期刊：
影响因子：
--
通讯作者：
Eisman AB
中科院分区：
文献类型：
--
作者：
Hasson RE;Beemer LR;Ajibewa TA;Eisman AB
适应以课堂为基础的体育活动干预对于低资源小学项目的可行性和保真度至关重要。本试点研究的目的是使用复制有效计划（REP）框架来定制中断长时间静坐活动（impact）干预措施，并评估其在低资源学校教室中对计划保真度的有效性。REP应用于调整项目包装、教师培训和技术援助，以传播量身定制的impact，这是一项为期20周的干预措施，教师每天实施5×4-minute活动休息。量身定制的impact在密歇根州底特律市一所资源匮乏的学校的9个3 -6年级教室中实施（80%的教室有资格享受免费/减价午餐）。通过每日、每周和研究结束时的自我报告问卷和直接观察来测量干预保真度。在20周的干预期内，三至五年级教师达到干预剂量（每天5次活动休息，平均持续时间4分8秒）。六年级教师每天只能进行2次活动休息，平均时间为4分12秒，没有达到干预剂量。这些发现表明5×4-minute每天的课堂活动休息时间是一种可行的课堂活动剂量，3 -5年级教师可以在资源匮乏的课堂环境中实施。为了在六年级的教室里最大限度地提高保真度，还需要额外的调整。
Adapting classroom-based physical activity interventions are critical for program feasibility and fidelity in low-resource elementary schools. The purpose of this pilot study was to use Replicating Effective Programs (REP) framework to tailor the Interrupting Prolonged sitting with ACTivity (InPACT) intervention and evaluate its effectiveness on program fidelity in classrooms within a low-resource school. REP was applied to adapt program packaging, teacher training and technical assistance to disseminate Tailored InPACT, a 20-week intervention where teachers implemented 5×4-minute activity breaks per day. Tailored InPACT was implemented in nine, 3rd-6th grade classrooms in one low-resource school in Detroit Michigan (80% qualified for free/reduced lunch). Intervention fidelity was measured via daily, weekly, and end-of-study self-report questionnaires and direct observation. Throughout the 20-week intervention period, 3rd-5th grade teachers achieved intervention dose (5 activity breaks per day at an average duration of 4 minutes 8 seconds). Sixth grade teachers did not achieve intervention dose as they were only able to implement 2 activity breaks per day at an average duration of 4 minutes 12 seconds. These findings suggest 5×4-minute classroom activity breaks per day is a feasible dose of classroom activity that 3rd-5th grade teachers can implement in low-resource classroom settings. Additional adaptations are needed to maximize fidelity in 6th-grade classrooms.
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影响因子：
3.2
作者：
Hsieh, HF;Shannon, SE
通讯作者：
Shannon, SE
DOI：
10.1186/s13012-014-0132-x
发表时间：
2014-09-30
期刊：
Implementation science : IS
影响因子：
--
作者：
Kilbourne AM;Almirall D;Eisenberg D;Waxmonsky J;Goodrich DE;Fortney JC;Kirchner JE;Solberg LI;Main D;Bauer MS;Kyle J;Murphy SA;Nord KM;Thomas MR
通讯作者：
Thomas MR
影响因子：
1
作者：
Ready, DD;Lee, VE;Welner, KG
通讯作者：
Welner, KG
DOI：
10.1136/bmj.c785
发表时间：
2010-02-23
期刊：
BMJ (Clinical research ed.)
影响因子：
--
作者：
Kriemler S;Zahner L;Schindler C;Meyer U;Hartmann T;Hebestreit H;Brunner-La Rocca HP;van Mechelen W;Puder JJ
通讯作者：
Puder JJ
影响因子：
3.9
作者：
Dinkel, Danae;Schaffer, Connie;Lee, Jung Min
通讯作者：
Lee, Jung Min