Development of a standardised evaluation framework (SEF) for physical activity interventions:Ensuring usability and usefulness

INTRODUCTION: With a range of interventions available for promoting physical activity (PA) and only limited resources, it has become imperative to identify those that are both effective and feasible for real world application. A number of evaluation frameworks have been developed but often fail to be widely implemented due to the level of information required and time needed to complete. The purpose of this study is to develop a standardised evaluation framework (SEF) for PA interventions that is usable in practice but also collects information that enables evidence based decision making among key knowledge users. METHODS: Development of the framework was guided by Nutbeam and Bauman's evaluation cycle, encompassing elements of formative, process, impact and outcome evaluation. The SEF was developed through four stages involving a 1) review of the literature, 2) feedback from key stakeholders, 3) national consultation, and 4) focus groups with a practitioner advisory group. Elements of the Technology Acceptance Model were used to assess the perceived usefulness and usability of the SEF by key stakeholders.†† RESULTS: Twelve relevant evaluation frameworks specific to PA interventions were identified through the literature review. Members of the project team (N = 3) identified commonalities across these frameworks, including general characteristics (N = 12), formative evaluation aspects (N = 5), process evaluation aspects (N = 15), impact evaluation aspects (N = 7) and outcome evaluation aspects (N = 3). Feedback across four stages, including consultations, two focus groups and an online survey provided feedback for creating a more usable and useful SEF. The current framework includes a minimum set of questions (i.e. monitoring template) for coordinators (N = 27) and participants (N = 9) with additional measures available for an in-depth evaluation where necessary. CONCLUSION: I-PARC has seen the creation of a SEF that is moving towards a more usable approach for intervention evaluation in practice. The I-PARC SEF has the potential to be a usable resource to assess current PA interventions and provide knowledge regarding the potential scale up, adaptions or cessation of current practices. Feedback has also suggested a need for an online platform to collect the relevant information, capacity building resources and a support network to help with the use of the I-PARC SEF

Building a cross-sectoral collaboration to support insight, intelligence and innovation for physical activity promotion in Ireland

ISSUE: The national physical activity plan (NPAP) for Ireland originated from an interdepartmental, cross-disciplinary structure that was put in place to promote population physical activity (PA) levels. There is a documented gap between research, policy and practice which hinders this promotion of population levels of PA. The Irish Physical Activity Research Collaboration (I-PARC) was established to play a key role in contributing to the outcomes of the NPAP, including the creation of a platform that enables knowledge translation and the sharing of valuable insight. DESCRIPTION OF METHODS: Using elements of participatory action research, the collaboration encompasses 1) cross-sectoral buy in and interaction to reflect upon and understand the current PA landscape in Ireland, 2) a knowledge translation plan that provides strategies for ensuring any collaborative outputs are effectively shared with those relevant, and 3) interaction with PA professionals to generate a common aim and objectives for I-PARC, and identify the added value of sustaining such a collaboration. RESULTS: To date, I-PARC has gained buy in from key stakeholders (N = 20) involved in PA promotion across government departments (N = 3), government agencies (N = 5) and research institutes (N = 4) in Ireland. Furthermore, the collaboration encompasses a Practitioner Advisory Group (PAG; N = 25), a Research Advisory Panel (RAP; N = 5) and I-PARC members (N = 140). This collaboration has generated a common aim and objectives that are reinforced through a website, social media account and I-PARC led events. Feedback from events and from focus groups with the PAG shows that a cross-sectoral collaboration, such as I-PARC, is needed to support insight, intelligence and innovation to enable more people to be more active in Ireland. LESSONS: Key learnings show that generating buy in from key stakeholders, creating and reinforcing a common aim, use of a knowledge translation plan, and identifying the added value and need for a collaboration have aided with establishing and sustaining I-PARC. Buy in from government departments, agencies and research institutes enables future planning around the sustainability of the collaboration, which will allow for continued collaboration between key stakeholders, narrowing the gap between practice, policy and research, and help work towards the common goal of PA promotion

Using Space Games like SimpleRockets, Spaceflight Simulator, and Kerbal Space Program to Teach Kids Orbital Mechanics

Kids love space exploration, but they do not necessarily know how rockets and spacecraft actually work. Kids can use space-themed games based on physics to learn more about how metal cylinders full of propellant move and interact in space while still having fun. We talk about our example videos with a focus on kid space fans to help them get started. We use games that are currently available in stable releases, starting first with basic concept 2D games like Simple Rockets, and then to Spaceflight Simulator, which is also 2D. From there, we give examples of progressing to 3D motion and bigger parts in Simple Rockets 2, now known as Juno: New Origins, Kerbal Space Program, and the new release of Kerbal Space Program 2. We will go over how to teach kids about concepts like delta-V and specific impulse. Our goal is to help kids and teachers progress from simple concepts like suborbital trajectories and getting to orbit, to the more advanced concepts like rocket staging, orbital transfers, rendezvous, landings, and finally, the resource conservation and efficiency needed to make it on interplanetary trips. Our goal is to share these videos with kids old enough to use keyboard controllers or iPhones easily (like grades 3 and up) and share them to the community so that kids can have an easier time on their own, and so that teachers do not have to do as much work making lesson plans and becoming familiar with several types of games at different levels of difficulty. We also include summary material on how teachers can get kids access to free or educational versions of these games. We also include tips and rules-of-thumb, such as using solid rocket boosters for getting off of a surface and out of an atmosphere and getting lots of thrust, when to do gravity turns, using different kinds of engines for atmospheric pressures versus in the vacuum of space, the importance of orbital inclination, understanding which shapes are aerodynamic and which will burn up fast, and why gravity assists will save you thousands of meters per second of delta-V. We hope that by having this series of videos that get harder as you go through them, kids will be able to see their improvement as they go. We hope more kids use these tools to become interested in aerospace and develop a good sense for how rockets and spacecraft work so they can grow up to become professional aerospace engineers and help our country and society explore space

“Virtual Surf Booth”: Assessment of a Novel Tool and Data Collection Process to Measure the Impact of a 6-Week Surf Programme on Mental Wellbeing

Surf therapy is increasingly used as a health intervention, but evidence of its mental health benefits remains unclear. This longitudinal mixed-method study assessed the usability and acceptability of a novel online data collection tool and process to measure the impact of a surf programme on acute and chronic mental wellbeing. Fifteen women attending a 6-week surf programme in the UK were asked to complete a tool consisting of video recordings, word association and the Short Warwick-Edinburgh Mental Well-Being scale (SWEMWBS). Usability and acceptability were assessed through focus groups and quantitative data. The data generated in the focus groups, video recordings and word association were analysed via reflexive thematic analysis, and SWEMWBS presented descriptively. Participants perceived the tool as easy to use due to the completion time and its functionalities, and useful for self-reflection. Facilitating conditions such as timing and location, areas for improvement such as increased privacy, accessibility, incentivisation, and factors impacting data generated were further identified. Data collected covered both acute and chronic mental wellbeing and showed a positive relationship between surf and mental wellbeing. Further research is needed to confirm these findings in diverse populations, identify potential moderators, and confirm the validity of this tool and process

The effect of weight-bearing exercise on the mechanisms of bone health in young females: A systematic review

Weight-bearing exercise (WBE) has been identified as an appropriate approach for increasing peak bone mass, however, there is a lack of specific physical activity recommendations in this area. Thus, the aim of this systematic review is to determine the optimal mode of WBE, specifically identifying the intensity, duration, frequency, and load, to elicit the optimal effect on bone mass in young females, aged 5-18. A literature search was conducted from the 28(th) of June to the 20(th) of July 2021 using PubMed/Medline, Web of Science and SPORTDiscus. The search produced 1405 results, of which 15 were deemed appropriate for inclusion. The majority of studies (n=12) found a significant positive effect for at least one bone measure through their respective WBE exposure (p<0.05). Bone mass accrual was found to be site-specific depending on WBE exposure type, load, and maturity status. Also, longitudinal effects on bone mass accrual were found exclusively in gymnastics participants, even if participation level decreased (i.e., retirement). The results of this study support the use of WBE to improve parameters of bone health. However, further research is needed as the optimal mode of WBE to elicit the optimal effect on bone mass is still unclear

Advocating for implementation of the Global Action Plan on Physical Activity: challenges and support requirements

Background: There is limited understanding of the challenges experienced and supports required to aid effective advocacy of the Global Action Plan on Physical Activity (GAPPA). The purpose of this study was to assess the challenges experienced and supports needed to advocate for the GAPPA across countries of different income levels. Methods: Stakeholders working in an area related to the promotion of physical activity were invited to complete an online survey. The survey assessed current awareness and engagement with the GAPPA, factors related to advocacy, and the perceived challenges and supports related to advocacy for implementation of the GAPPA. Closed questions were analyzed in SPSS, with a Pearson’s chi-square test used to assess differences between country income level. Open questions were analyzed using inductive thematic analysis. Results: Participants (n = 518) from 81 countries completed the survey. Significant differences were observed between country income level for awareness of the GAPPA and perceived country engagement with the GAPPA. Challenges related to advocacy included a lack of support and engagement, resources, priority, awareness, advocacy education and training, accessibility, and local application. Supports needed for future advocacy included guidance and support, cooperation and alliance, advocacy education and training, and advocacy resources. Conclusions: Although stakeholders from different country income levels experience similar advocacy challenges and required supports, how countries experience these can be distinct. This research has highlighted some specific ways in which those involved in the promotion of physical activity can be supported to scale up advocacy for the GAPPA. When implementing such supports, consideration of regional, geographic, and cultural barriers and opportunities is important to ensure they are effective and equitable

What makes physical activity interventions work in Ireland: findings from interviews with those involved with intervention implementation?

BACKGROUND: Understanding the common facilitators and challenges experienced by those implementing physical activity (PA) interventions in Ireland is crucial for both promoting good practices and solutions to overcome such challenges in the future. The purpose of this study was to interview relevant stakeholders to identify factors associated with implementing PA interventions in Ireland. METHODS: Semi-structured interviews were conducted with service providers, coordinators, funders, researchers and policy makers involved with selected PA interventions (N = 11) in Ireland. The Consolidated Framework for Implementation Research (CFIR) was used to guide the generation of an interview script including key questions and prompts. Prompts were identified through a short survey that was completed by participants before the interview. Interviews lasted approximately one-hour and were conducted by the same interviewer, either in person or over the phone, and recorded using a Dictaphone. All interviews were transcribed and cleaned before being analysed using NVIVO. Open coding, using the CFIR domains as a guide, was used to generate and agree on a code book to analyse all interviews. Once open coding was complete, thematic analysis was used to identify themes in the data related to implementation facilitators and challenges. RESULTS: Thirty-eight purposely sampled participants took part in the semi-structured interviews (26.3% service providers, 31.6% coordinators, 10.5% funders, 15.8% researchers, 15.8% policy makers). Some themes related to 1) intervention characteristics included usability, costs, fidelity and practical considerations, 2) characteristics of individuals included constraints, knowledge and attitudes, 3) inner setting included support, staffing, understanding or awareness, 4) outer setting included role responsibility, context changes, partnerships, 5) processes of implementation included advertisement, deliver and scale-up. Relationships were also noted between themes. For example, themes identified for funding and stakeholder engagement were found to influence multiple domains of the CFIR framework. CONCLUSION: Findings from these interviews help to understand the complexity of implementing PA interventions in the Irish context. Furthermore, the findings can be used to aid implementation through the facilitators identified and provide solutions to common challenges experienced by those involved in implementing PA interventions. Future work will see the creation of an implementation toolkit using these findings