Translating Research to Practice: Using the RE-AIM Framework to Examine an EvidenceBased Physical Activity Intervention in Primary School Settings
Translating Research to Practice: Using the RE-AIM Framework to Examine an EvidenceBased Physical Activity Intervention in Primary School Settings
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DOI：
10.1177/1524839910366101
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发表时间：
2011-11-01
影响因子：
1.9
通讯作者：
Mummery, W. Kerry
中科院分区：
文献类型：
--
作者：
Austin, Glenn;Bell, Tanya;Mummery, W. Kerry
尽管在过去十年中，学校环境中有效的、基于证据的体育活动干预措施的可用性有所增加，但缺乏将这些有效干预措施转化为现实世界实践的已发表研究。本研究的目的是探讨现有的校本体育活动干预的可翻译性。更具体地说，本研究旨在确定采用，实施和维持以学校为基础的体育活动干预的障碍和促进因素，使用RE-AIM作为理论评估框架。得出的结论是，干预措施，考虑周围的复杂性和兼容性与学校环境的问题更有可能被采用，实施和维护。有人建议，今后对身体活动干预措施的评价不应局限于测试内部有效性，而应考虑外部有效性和生态方面，这与在现实世界中增加传播有关。
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.