It’s Not Just What You Do but the Way You Do It: A Systematic Review of Process Evaluation of Interventions to Improve Gross Motor Competence

Ma, Jiani; Lander, Natalie; Eyre, Emma; Barnett, Lisa M.; Essiet, Inimfon A.; Duncan, Michael

doi:10.1007/s40279-021-01519-5

Cited by 17 publications

(23 citation statements)

References 123 publications

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“…These results are comparable to recent studies where primary school teachers demonstrated little to zero perceived comprehension on FMS, having any training on FMS (Eddy et al 2021) and thus, lack of confidence in its upskilling in children (Dobell et al 2021). Prior work by Ma et al (2021) using the Collective-Intelligence science approach with relevant stakeholders (e.g. public health specialists, coaches, FMS researchers, schoolteachers), corroborate these insights suggesting that the FMS knowledge limitation might have been the cause of the lack of initial education and continuous professional development.…”

Section: Fms Perceptions and Practicessupporting

confidence: 81%

Early years professionals’ perceptions and practices of motor skill development, physical activity and healthy eating

et al. 2022

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This study presents the perceptions and practices of fundamental movement skills (FMS), healthy eating habits and physical activity (PA) in early years professionals (EYP). An online mixed-method survey comprising questions relating to practices of FMS, healthy eating habits and PA was completed by 137 EYPs (128 females). Frequency analysis assessed and reported responses to fixed-response questions, and thematic analysis was used for open-ended questions. Results indicated that EYPs understood FMS and were compliant with national guidelines in relation to PA and healthy eating. However, EYPs identified considerable barriers to developing FMS, PA and healthy eating in preschoolers.

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Section: Fms Perceptions and Practicessupporting

confidence: 81%

Early years professionals’ perceptions and practices of motor skill development, physical activity and healthy eating

et al. 2022

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“…Depending on the focus of an intervention, the PLIRT could be combined with the TIDieR checklist [ 49 ] or the CERT [ 50 ]. For instance, sound reporting should comprise any information regarding intervention process [ 86 ] allowing the most trustworthy reproduction, not only length, duration, frequency, and intensity of the intervention. Further aspects may include the equipment, the format (individual vs. group based), supervision, specific tailoring, and the setting.…”

Section: Resultsmentioning

confidence: 99%

“…The responsible person(s) of an intervention should crucially document this information when preparing the planned program to ensure a proper registration of all activities performed. Ideally, this documentation is integrated into a more structured process evaluation that reflects important aspects of the intervention already during the implementation period (e.g., the subjective standpoint of relevant persons such as participants or deliverers) [ 86 ]. In summary, this information serves to generate explanations for the unexpected (non-)effectiveness of a PL intervention with the potential to improve the reach and/or effectiveness for upcoming endeavors.…”

Section: Resultsmentioning

confidence: 99%

Development, explanation, and presentation of the Physical Literacy Interventions Reporting Template (PLIRT)

Carl

Barratt

Arbour-Nicitopoulos

et al. 2023

Int J Behav Nutr Phys Act

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Background The physical literacy (PL) concept integrates different personal (e.g., physical, cognitive, psychological/affective, social) determinants of physical activity and has received growing attention recently. Although practical efforts increasingly adopt PL as a guiding concept, latest evidence has shown that PL interventions often lack specification of important theoretical foundations and basic delivery information. Therefore, the goal of the present study was to develop an expert-based template that supports researchers and practitioners in planning and reporting PL interventions. Methods The development process was informed by Moher et al.’s guidance for the development of research reporting guidelines. We composed a group of ten distinguished experts on PL. In two face-to-face meetings, the group first discussed a literature-driven draft of reporting items. In the second stage, the experts anonymously voted and commented on the items in two rounds (each leading to revisions) until consensus was reached. Results The panel recommended that stakeholders of PL initiatives should tightly interlock interventional aspects with PL theory while ensuring consistency throughout all stages of intervention development. The Physical Literacy Interventions Reporting Template (PLIRT) encompasses a total of 14 items (two additional items for mixed-methods studies) in six different sections: title (one item), background and definition (three items), assessment (one item each for quantitative and qualitative studies), design and content (five items), evaluation (one item plus one item each for quantitative and qualitative studies), discussion and conclusion (two items). Conclusion The PLIRT was designed to facilitate improved transparency and interpretability in reports on PL interventions. The template has the potential to close gaps between theory and practice, thereby contributing to more holistic interventions for the fields of physical education, sport, and health.

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“…Data extraction on process evaluation measures was guided by the Medical Research Council (MRC) process evaluation framework (24), including domains of implementation, mechanisms of impact, and context. The framework is elaborately conducted, providing a systematic, comprehensive, and exhaustive process evaluation review (25,37). A process evaluation framework by Ma et al (37) was referred to adapt the framework into practice.…”

Section: Data Extractionmentioning

confidence: 99%

Process evaluation of school-based high-intensity interval training interventions for children and adolescents: a systematic review and meta-analysis of randomized controlled trials

Liu,

Wadey,

Barker

et al. 2023

Preprint

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Background Several systematic reviews have been published to investigate the effectiveness of high-intensity interval training (HIIT) in schools. However, there has been limited attention given to understanding the functioning of the intervention processes, which is of paramount importance for interpreting and translating the intervention effectiveness. The aim of this systematic review is to determine the extent to which process evaluation is measured in school-based HIIT interventions and to explore the effects of process evaluation and intervention characteristics on cardiorespiratory fitness (CRF), body composition, muscular strength, and blood pressure. Methods A comprehensive search was conducted in SPORT Discus (EBSCOhost), Web of Science, Scopus, Medline (Ovid) and Cochrane Central Register of Controlled Trials. The extent to which process evaluation is measured was narratively reported, alongside with the guidance of process evaluation of complex interventions by UK Medical Research Council. Meta-analyses and meta-regressions were conducted to determine the effects of process evaluation and intervention characteristics to the intervention outcomes. Results The literature search identified 77 studies reporting on 45 school-based HIIT interventions. In total, five interventions reported process evaluation in a section or in a separate study, and only one intervention adopted a process evaluation framework. On average, 6 out of 12 process evaluation measures were reported in all interventions. Subgroup analyses did not indicate any beneficial treatment effects for studies with process evaluation group, whereas all pooled data and studies without process evaluation group showed significant improvement for CRF and body composition. Conclusion Process evaluation is frequently omitted in the literature of school-based HIIT in children and adolescents. Although reporting of process evaluation measures may not directly associate with better intervention outcomes, it allows accurate interpretation of intervention outcomes, thereby enhancing the generalisability and dissemination of the interventions.

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It’s Not Just What You Do but the Way You Do It: A Systematic Review of Process Evaluation of Interventions to Improve Gross Motor Competence

Cited by 17 publications

References 123 publications

Early years professionals’ perceptions and practices of motor skill development, physical activity and healthy eating

Early years professionals’ perceptions and practices of motor skill development, physical activity and healthy eating

Development, explanation, and presentation of the Physical Literacy Interventions Reporting Template (PLIRT)

Process evaluation of school-based high-intensity interval training interventions for children and adolescents: a systematic review and meta-analysis of randomized controlled trials

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