Developing Exercise Interventions

Question 1

Stages for developing an exercise intervention

Answer 1

1. Understand the behaviour
2. Identify intervention options
3. Identify intervention content and implementation options
4. Evaluate the impact of the intervention

Question 2

Steps of stage 1 for developing exercise interventions

Answer 2

1. Identify target population and behaviour
2. conduct a behavioral analysis and diagnosis

Question 3

Stage 1 for developing exercise interventions

Answer 3

STEP 1
- What specific physical activity behaviour are you trying to change TARGET BEHAVIOUR
- Who is the specific target population TARGET POPULATION
STEP 2
- Goal: identify what factors need to change in order for behaviour to occur

Question 4

What factors affect behaviour when conducting an analysis

Answer 4

• Capability: physical and psychological
• Opportunity: Social and physical
• Motivation: reflective and automatic

Question 5

Subcategories of capability in the COM-B model

Answer 5

Physical: Skills, stamina, strength
Psychological: Mental capacity, knowledge

Question 6

Subcategories of opportunity in the COM-B model

Answer 6

Social: influences, social cues, social norms
Physical: time, resources, built environment

Question 7

Subcategories of motivation in the COM-B model

Answer 7

Reflective: planning, intentions, evaluating outcomes
Automatic: emotional reactions, impulses, desires

Question 8

What steps are involved in stage 2 of developing exercise interventions

Answer 8

3. Select intervention functions
4. Select policy categories

Question 9

Stage 2: Step 3 select intervention functions

Answer 9

Intervention activities that are designed to change behaviour by making change to capability, opportunity and motivation

Question 10

What are the 9 intervention functions

Answer 10

• Education
• persuasion
• coercion
• incentivization
• training
• restriction
• environmental restructuring
• Modeling
• Enablement

Question 11

Education as a intervention function

Answer 11

Increasing knowledge or understanding
- Applies to psychological and reflective

Question 12

Persuasion as a intervention function

Answer 12

Using communication to induce positive or negative feelings
- Applies to reflective and automatic

Question 13

Incentivization as a intervention function

Answer 13

Creating an expectation of reward
- Applies to reflective and automatic

Question 14

Coercion as a intervention function

Answer 14

Creating an expectation of punishment or cost
- Applies to reflective and automatic

Question 15

Training as a intervention function

Answer 15

Imparting skills
- Applies to psychological, physical C, physical O, and automatic

Question 16

Restriction as a intervention function

Answer 16

Using rules to reduce opportunity or to engage in the target behavior or use to reduce the opportunity to engage in competing behaviours
- Applies to social and physical O

Question 17

Environmental restructuring as a intervention function

Answer 17

Changing the physical or social context
- Applies to social and physical O and automatic

Question 18

Modeling as a intervention function

Answer 18

Providing an example for people to aspire to or imitate
- Applies to social and automatic

Question 19

Enablement as a intervention function

Answer 19

Increasing means or reducing barriers to increase capability or opportunity beyond education, training, and environmental restructuring
- Applies to capability, opportunity and automatic

Question 20

Stage 2: step 4 selecting policy categories

Answer 20

Policy categories are approaches that can be used by stakeholders to support or establish interventions

Question 21

Stakeholder

Answer 21

People with interest or concern in something

Question 22

Communication/marketing as a policy category

Answer 22

Using print, electronic, telephonic or broadcast media
- Applies to education, persuasion, coercion, modeling

Question 23

Guidelines as a policy category

Answer 23

Creating documents that recommend or mandate practice
- Applies to all but modeling

Question 24

Fiscal Measures as a policy category

Answer 24

Using the tax system to reduce or increase financial cost
- Applies to incentivization, coercion, training, environmental restructuring, enablement

Question 25

Regulation as a policy category

Answer 25

Establish rules or principles of behaviour or practice
- Applies to everything but modeling

Question 26

Legislation as a policy category

Answer 26

Making or changing laws
- Applies to all but modeling

Question 27

Environmental/social planning as a policy category

Answer 27

Designing or controlling the physical or social environment
- Applies to environmental restructuring and enablement

Question 28

Service provision as a policy category

Answer 28

Delivering a service
- Applies to all but restriction and environmental restructuring

Question 29

Stage 3: Step 5: select behaviour change techniques

Answer 29

• Smallest active ingredients of an intervention
• Observable: Involve an action or event that can be seen or measured
• Replicable: Able to be repeated in the same way by others to achieve the same effect
• Irreducible: Smallest unit of change, meaning it cannot be broken down further without losing its effectiveness as an intervention

Question 30

Stage 3: Step 6: select modes of BCT delivery for the intervention

Answer 30

Podcast, TV ad, phone call, face to face, apps etc

Question 31

Considerations for interventions

Answer 31

• Feasibility
• Practicality
• Common traits among group members
• Goals
• Past behavior

Question 32

Feasibility group vs individual interventions

Answer 32

INDIVIDUAL: easier to tailer to personal schedules, needs and availability
GROUP: Requires coordination among multiple people, may face scheduling conflicts

Question 33

Practicality Individual vs group interventions

Answer 33

INDIVIDUAL: Can be more flexible and adapted to specific circumstances
GROUP: may benefit from shared resources and time efficiency but can be less personalized

Question 34

Common traits among group members individual vs group

Answer 34

INDIVIDUAL: doesn’t require considering dynamics; focus is entirely on personal characteristics
GROUP: Important to group similar people together in terms of goals, interests or challenges to foster cohesion and relevance

Question 35

Goals individual vs group

Answer 35

INDIVIDUAL: highly specific to personal aspirations
GROUP: common or overlapping goals are crucial to ensure everyone benefits from the same interventions

Question 36

Past behavior individual vs groups

Answer 36

INDIVIDUAL: Interventions can be deeply reflective of an individuals history and pervious challenges
GROUP: Balancing past behaviours can be challenging, need to ensure interventions work broadly or for the majority

Question 37

Stage 4: RE-AIM framework for intervention evaluation

Answer 37

Reach: what % of people from a given population participate
Effectiveness/efficacy: what are the positive and negative consequences as a result of the intervention
Adoption: what portion of settings adopted the intervention
Implementation: How well was the intervention delivered in the real world
Maintenance: how well was the intervention sustained over time