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PurposeThis paper evaluates the implementation of a school-based physical activity intervention and discusses how the intervention outcomes can be influenced by the implementation.Design/methodology/approachIn four of the nine lower secondary schools in which the intervention was conducted, the authors examined implementation fidelity, adaptation, quality, responsiveness and dose received. The authors conducted focus group interviews with teachers (n = 8) and students (n = 46) and made observations. Dose delivered was examined quantitatively, with weekly registrations.FindingsResults showed that two out of four schools made few and positive adaptations, implemented the intervention with high fidelity and quality and responded positively. Four main factors were found to influence implementation: frame factors, intervention characteristics, participant characteristics and provider characteristics.Research limitations/implicationsA cross-sectional design was used and may not represent implementation throughout the whole school year.Practical implicationsIn terms of large-scale implementation, the intervention may be generalizable. However, intervention criteria such as adequate facilities and a flexible timetable may be unattainable for some schools. The intervention can be adapted without compromising its purpose, but adaptations should be a result of cooperation between students and teachers.Originality/valueProcess evaluations on this topic are rare. This study adds to a limited knowledge base concerning what factors may influence implementation of school-based physical activity interventions for adolescents.

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I artikkelen stilles følgende forskningsspørsmål: Hvordan deltar små barn med cochleaimplantat i interaksjoner med andre barn i barnehagen og hvordan skaper cochleaimplantat mulighetsbetingelser for deltakelse? Tre barnehager inngår i studien og barna som medvirker er i alderen 1 ½ - 3 år. Interaksjoner mellom barna er videofilmet og analysert. Barnas interaksjoner ser ut til å handle om å finne en rytme, i studien identifisert som henholdsvis takt og utakt, som svarer til deltakernes interesser og bruk av medierende redskaper. Et sentralt funn er at barn med cochleaimplantat er aktive deltakere i begge former for interaksjoner på tilsvarende måte som andre barn. Studien dokumenterer hvor sentralt cochleaimplantatet er som vilkår for barnas deltakelse, og hvor sårbar deres deltakelse i interaksjoner med andre barn kan bli dersom teknologien ikke fungerer som den skal. Studien viser også at kompetansen til de voksne som jobber i barnehagen har stor betydning for barn med cochleaimplantats vilkår for deltakelse.

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