The effectiveness of teamwork training on teamwork behaviors and team performance : A systematic review and meta-analysis of controlled interventions

The objective of this study was to conduct a systematic review and meta-analysis of teamwork interventions that were carried out with the purpose of improving teamwork and team performance, using controlled experimental designs. A literature search returned 16,849 unique articles. The meta-analysis was ultimately conducted on 51 articles, comprising 72 (k) unique interventions, 194 effect sizes, and 8439 participants, using a random effects model. Positive and significant medium-sized effects were found for teamwork interventions on both teamwork and team performance. Moderator analyses were also conducted, which generally revealed positive and significant effects with respect to several sample, intervention, and measurement characteristics. Implications for effective teamwork interventions as well as considerations for future research are discussed

Understanding for whom, under what conditions, and how group-based physical activity interventions are successful: a realist review Health behavior, health promotion and society

Background: Participation in group-based physical activity (GBPA) interventions has been found to result in higher levels of exercise adherence and program compliance. However, previous reviews of GBPA programs have provided limited insight regarding \u27for whom\u27, \u27under what conditions\u27, and \u27how\u27 these interventions increase physical activity behavior. Methods: A realist review was conducted by following the seven recommended iterative and overlapping steps (J Health Serv Res Policy 10S1:21-34, 2005). The review was limited to group dynamics-based interventions for adults (\u3e17 years of age). The search was conducted in PubMed, PsychInfo, and Web of Science search engines associated with the Science Citation Index Expanded, Social Sciences Citation Index, Arts & Humanities Citation Index, and MEDLINE. Results: Using a realist review approach, data from 52 studies were synthesized. Of those, 92 % (n∈=∈48) reported significant increases in participant physical activity. The synthesis resulted in three main observations and recommendations. Discussion: GBPA interventions have worked for a variety of populations, including those who are hard to reach; however, more research is needed on moderating factors to determine for whom different GBPA programs may be effective. Second, previous interventions have varied in the duration, frequency, and number of group-based strategies used, and comparative effectiveness research may be necessary to isolate the mechanisms of effect. Third, these interventions have been conducted in a diverse range of settings, using a variety of research designs and analytical approaches. Less information is known about the costs or sustainability of these programs in their intended settings. Conclusion: The results of this realist review have important implications for practice, refining trial designs, and replication across diverse populations and settings

Understanding for whom, under what conditions, and how group-based physical activity interventions are successful: a realist review Health behavior, health promotion and society

Background: Participation in group-based physical activity (GBPA) interventions has been found to result in higher levels of exercise adherence and program compliance. However, previous reviews of GBPA programs have provided limited insight regarding \u27for whom\u27, \u27under what conditions\u27, and \u27how\u27 these interventions increase physical activity behavior. Methods: A realist review was conducted by following the seven recommended iterative and overlapping steps (J Health Serv Res Policy 10S1:21-34, 2005). The review was limited to group dynamics-based interventions for adults (\u3e17 years of age). The search was conducted in PubMed, PsychInfo, and Web of Science search engines associated with the Science Citation Index Expanded, Social Sciences Citation Index, Arts & Humanities Citation Index, and MEDLINE. Results: Using a realist review approach, data from 52 studies were synthesized. Of those, 92 % (n∈=∈48) reported significant increases in participant physical activity. The synthesis resulted in three main observations and recommendations. Discussion: GBPA interventions have worked for a variety of populations, including those who are hard to reach; however, more research is needed on moderating factors to determine for whom different GBPA programs may be effective. Second, previous interventions have varied in the duration, frequency, and number of group-based strategies used, and comparative effectiveness research may be necessary to isolate the mechanisms of effect. Third, these interventions have been conducted in a diverse range of settings, using a variety of research designs and analytical approaches. Less information is known about the costs or sustainability of these programs in their intended settings. Conclusion: The results of this realist review have important implications for practice, refining trial designs, and replication across diverse populations and settings

Development of a ParticipACTION App–Based Intervention for Improving Postsecondary Students’ 24-Hour Movement Guideline Behaviors: Protocol for the Application of Intervention Mapping

Background:The Canadian 24-Hour Movement Guidelines for adults provide specific recommendations for levels of physical activity, sedentary behavior, and sleep (ie, the movement behaviors) required for optimal health. Performance of the movement behaviors is associated with improved mental well-being. However, most postsecondary students do not meet the movement behavior recommendations within the Canadian 24-Hour Movement Guidelines and experience increased stress and declining well-being, suggesting the need for an intervention targeting students’ movement behaviors.Objective:We aimed to develop and implement a theory-informed intervention intended to improve the movement behaviors and mental well-being of first-year postsecondary students.Methods:The Intervention Mapping protocol was applied in the development and implementation of the intervention. Intervention Mapping entailed performing a needs assessment, determining the intervention outcomes, selecting theory- and evidence-based change methods and applications, preparing and producing intervention plans and materials, developing the implementation plan, and finally developing an evaluation plan. The Theoretical Domains Framework and the Behavior Change Wheel were also used in conjunction with the Intervention Mapping protocol to ensure a solid theoretical basis for the intervention. This protocol led to the development and implementation of a 6-week, theory-informed ParticipACTION app–based intervention aimed at helping first-year postsecondary students improve their movement behaviors and mental well-being. The developed app content provided students with information on each of the movement behaviors and behavioral strategies (ie, goal setting, action planning, monitoring, and coping planning). The use of Intervention Mapping allowed for the continuous involvement of various multidisciplinary partners and end users, ensuring that the intervention design and implementation was appropriate for the target audience. The feasibility, acceptability, and potential impact of the intervention will be examined in a subsequent proof-of-concept study at 2 Canadian university campuses.Results:Participant recruitment occurred during September 2021, and the intervention was conducted from October to December 2021. The deadline for completion of the postintervention questionnaire by participants was mid-December 2021. The analysis of data examining the feasibility, acceptability, and potential impact of the intervention began in January 2022, with the publication of the proof-of-concept evaluation expected in 2023.Conclusions:Intervention Mapping with the Theoretical Domains Framework and Behavior Change Wheel was a useful approach to combine evidence and theoretical concepts to guide the design and implementation of a ParticipACTION app–based intervention targeting postsecondary students’ movement behaviors and mental well-being. This process may serve as an example for other researchers developing multiple behavior change app–based interventions. Should the forthcoming evaluation demonstrate the intervention’s acceptability, feasibility, and potential impact, the intervention may provide a scalable method of improving postsecondary students’ movement behaviors and mental well-being

A mixed-method examination of the effects of an affective mental contrasting intervention on physical activity behaviours

University is a vulnerable period for discontinuing regular physical activity, which can have implications for individuals’ physical and psychological health (Bray & Born, 2010). Accordingly, it is imperative to find and implement cost and time-effective interventions to mitigate the consequences of this transition. Mental contrasting is a self-regulatory strategy that involves imagining the greatest outcome associated with achievement of a desired future goal while considering the aspects of one’s present situation that may serve as obstacles for attaining that same goal (Oettingen & Gollwitzer, 2010). Intervention research has shown that mental contrasting can be taught as a metacognitive strategy in a cost- and time-effective way, affecting numerous health behaviours including physical activity (Oettingen, 2012). Drawing from diverse theoretical perspectives (e.g., Bechara, 2005; Lawton, Conner, & McEachan, 2009; Williams, 2010), recent meta-analytic evidence suggests that affective judgements (e.g., enjoyable-unenjoyable) exert greater influence on physical activity behaviours than health-related instrumental judgements (e.g., useful-useless; Rhodes, Fiala, & Conner, 2009). The purpose of this thesis was to utilize mental contrasting as a means of targeting affective judgements, through intervention, in order to bolster physical activity promotion efforts. One hundred and ten inactive, female university students were randomly assigned to an affective, instrumental or standard mental contrasting intervention. Assessments were conducted at baseline, 1-week post intervention and 4-weeks post intervention. Participants in the affective mental contrasting condition displayed higher levels of self-reported MVPA than those in the instrumental or standard comparison conditions, F(2, 90) = 3.14, p < .05, ηp² = 0.065. Furthermore, results of a moderation analysis provided evidence that when participants were randomized to an affective mental contrasting condition, and highlighted outcome judgements that were affective in nature, they demonstrated the most pronounced increases in physical activity. Conversely, those randomized to an instrumental condition, who highlighted instrumental outcome judgments, had the lowest physical activity levels. Overall, affective mental contrasting has the potential to represent a low- cost and time-efficient intervention that may help inactive, female students increase activity or attenuate declining levels of MVPA that occurs during university.Education, Faculty ofKinesiology, School ofGraduat

Affective dynamics underlying physical activity behaviour engagement : a matter of (continuous) time

The affective processes theorized to underpin, and result from, physical activity behaviour are inherently dynamic. Specifically, both affective processes and physical activity behaviour can be characterized as dynamic, as they are temporally dependent and vary continuously over time. Despite the critical role that time plays in understanding the affective dynamics underlying physical activity behaviour, the prevailing theories and methods do not adequately account for these temporal considerations. The continuous-time paradigm explicitly considers the role of time in the unfolding of dynamic psychological processes. Within this dissertation, I illustrate how a thoughtful consideration of time (using dynamic, continuous-time models) can enrich the conceptualization and modelling of the affective dynamics underlying physical activity engagement. Chapter 1 provides a general overview of affective constructs related to physical activity engagement and an introduction to the continuous-time paradigm. The first study (Chapter 2) is a state-of-the-art review of statistical approaches applicable to data derived from intensive longitudinal methods to elucidate the dynamic psychological processes related to physical activity engagement. Within this chapter, the continuous-time paradigm is compared and contrasted with other contemporary modelling approaches to illustrate the numerous possibilities of continuous-time modelling methods for advancing insights into the dynamic processes underlying physical activity behaviour. Chapter 3 details the application of a hierarchical Bayesian, fully random effects approach to examine the temporal specificity of the underlying dynamic relationship between positive and negative incidental affective states and moderate-to-vigorous physical activity using data derived from the Ambulatory Assessment of Personality, Ecological Context, and Stress Study (AAPECSS; https://osf.io/m3p4v/). The third study (Chapter 4) describes the results of a systematic review and meta-analysis that examines the presence, temporal specificity, and causal dominance of the reciprocal relationships between incidental affect and physical activity in daily life, using a novel random-intercept continuous-time meta-analysis (RI-CTmeta). In Chapter 5, a general discussion is provided in relation to the conceptual and methodological implications of the dissertation studies, the limitations of this body of work, and considerations for future research on the continuous-time affective dynamics that underlie physical activity engagement.Education, Faculty ofKinesiology, School ofGraduat

The Effectiveness of Teamwork Training on Teamwork Behaviors and Team Performance : A Systematic Review and Meta-Analysis of Controlled Interventions

The objective of this study was to conduct a systematic review and meta-analysis of teamwork interventions that were carried out with the purpose of improving teamwork and team performance, using controlled experimental designs. A literature search returned 16,849 unique articles. The meta-analysis was ultimately conducted on 51 articles, comprising 72 (k) unique interventions, 194 effect sizes, and 8439 participants, using a random effects model. Positive and significant medium-sized effects were found for teamwork interventions on both teamwork and team performance. Moderator analyses were also conducted, which generally revealed positive and significant effects with respect to several sample, intervention, and measurement characteristics. Implications for effective teamwork interventions as well as considerations for future research are discussed.Education, Faculty ofNon UBCEducational and Counselling Psychology, and Special Education (ECPS), Department ofKinesiology, School ofReviewedFacultyGraduat

The Effectiveness of Teamwork Training on Teamwork Behaviors and Team Performance: A Systematic Review and Meta-Analysis of Controlled Interventions

<div><p>The objective of this study was to conduct a systematic review and meta-analysis of teamwork interventions that were carried out with the purpose of improving teamwork and team performance, using controlled experimental designs. A literature search returned 16,849 unique articles. The meta-analysis was ultimately conducted on 51 articles, comprising 72 (<i>k</i>) unique interventions, 194 effect sizes, and 8439 participants, using a random effects model. Positive and significant medium-sized effects were found for teamwork interventions on both teamwork and team performance. Moderator analyses were also conducted, which generally revealed positive and significant effects with respect to several sample, intervention, and measurement characteristics. Implications for effective teamwork interventions as well as considerations for future research are discussed.</p></div

Effects of an Affective Mental Contrasting Intervention on Physical Activity : A Randomized Controlled Trial

Objective: University is a vulnerable period for discontinuing regular physical activity that can 2 have implications for students’ physical and psychological health. Accordingly, it is imperative 3 to find and implement cost and time-effective interventions to mitigate the consequences of this 4 transition. Intervention research has shown mental contrasting is an effective means of 5 promoting various health-enhancing behaviors including physical activity (Oettingen, 2012). 6 However, the efficacy of this intervention approach may be bolstered by targeting affective 7 judgements (e.g., enjoyable-unenjoyable), which exert greater influence on physical activity 8 behaviors compared to health-related instrumental judgements (e.g., useful-useless; Rhodes, 9 Fiala, & Conner, 2009). The purpose of this study was to compare the relative efficacy of a 10 mental contrasting intervention that targeted affective judgements associated with physical 11 activity, in relation to a mental contrasting intervention that targeted instrumental judgements, 12 and a ‘standard’ mental contrasting intervention (with no modifications). Method: Using a three-13 arm parallel randomized controlled trial design (ClinicalTrials.gov #: NCT02615821) 110 14 inactive, female, university students were randomly assigned to an affective, instrumental, or 15 standard mental contrasting intervention following simple randomization procedures. 16 Assessments were conducted at baseline and 4-weeks post intervention. Results: Participants in 17 the affective mental contrasting condition displayed higher levels of moderate-to-vigorous 18 physical activity (MVPA) than those in the instrumental or standard comparison conditions, F(2, 19 90) = 3.14, p < .05, ηp2 = 0.065. Conclusion: Overall, affective mental contrasting has the 20 potential to represent a low-cost and time-efficient intervention that may help inactive, female 21 students increase activity or attenuate declining levels of MVPA that occurs during university.Education, Faculty ofNon UBCKinesiology, School ofUnreviewedFacult

Results of Literature Search (PRISMA Flow Diagram).

<p>Results of Literature Search (PRISMA Flow Diagram).</p