Translating Research to Practice

Abstract

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.

The GLAMA (Girls! Lead! Achieve! Mentor! Activate!) physical activity and peer leadership intervention pilot project: A process evaluation using the RE-AIM framework

“…School-based interventions are appropriate in many ways due to the level of continuous, intensive contact with students during their developmental years [5]. However, previously reported difficulties with implementing a range of interventions in schools have included the; lack of teacher participation, lack of program readiness, absence of program advocates, inadequacy of funding, reduction in infrastructure, poor association between the program's key features and organization routines, limited teacher training and support, insufficient amount of program materials, and inconsistent staffing [6-8].…”

“…The framework has previously been used in studies in primary school physical activity interventions [4,5,33] and community sport contexts [34]. The benefits of using the RE-AIM health promotion evaluation framework [32] are that it enables complex settings based interventions, such as those in school settings, to be comprehensively evaluated.…”

Nutrition and Physical Activity Strategies for Cancer Prevention in Current National Comprehensive Cancer Control Program Plans

“…Churches and worksites have shown success in promoting changes to the nutritional environment in these settings, and increases in workplace health promotion practices were seen after introduction of evidenced-based NPA programs in rural workplaces [39, 40]. School-based programs have also shown success in promoting physical activity in students [41, 42]. Additionally, a recent review of NPA related strategies for obesity prevention in rural settings, including tribes, indicated that tailoring strategies to specific target populations and building strong local partnerships were key to successfully implementing these strategies [43].…”

Adoption of an Evidence-Based Teen Pregnancy Prevention Curriculum: A Case Study in a South Carolina School District

“…Previous literature from a range of school based studies has identified factors influencing program adoption including characteristics of the program; its fit with the organization's goals, priorities, and needs; availability of resources needed for implementation including funding, program champions, and data to support the need for the program; and support and involvement from administration, parents, and community for the program or policy (Austin, Bell, Caperchione, & Mummery, 2011;Bopp, Saunders, & Lattimore, 2013;Eisenberg, Bernat, Bearinger, & Resnick, 1 2008;Ito et al, 2006;Sánchez et al, 2012;Scholtes, MacKay, Schröder-Bäck, Vincenten, & Brand, 2013). Based on this evidence, we developed an interview guide designed to understand community context, identify key decision makers, and factors that promoted or impeded adoption.…”