Developing Exercise Interventions Flashcards
Stages for developing an exercise intervention
- Understand the behaviour
- Identify intervention options
- Identify intervention content and implementation options
- Evaluate the impact of the intervention
Steps of stage 1 for developing exercise interventions
- Identify target population and behaviour
- conduct a behavioral analysis and diagnosis
Stage 1 for developing exercise interventions
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
What factors affect behaviour when conducting an analysis
- Capability: physical and psychological
- Opportunity: Social and physical
- Motivation: reflective and automatic
Subcategories of capability in the COM-B model
Physical: Skills, stamina, strength
Psychological: Mental capacity, knowledge
Subcategories of opportunity in the COM-B model
Social: influences, social cues, social norms
Physical: time, resources, built environment
Subcategories of motivation in the COM-B model
Reflective: planning, intentions, evaluating outcomes
Automatic: emotional reactions, impulses, desires
What steps are involved in stage 2 of developing exercise interventions
- Select intervention functions
- Select policy categories
Stage 2: Step 3 select intervention functions
Intervention activities that are designed to change behaviour by making change to capability, opportunity and motivation
What are the 9 intervention functions
- Education
- persuasion
- coercion
- incentivization
- training
- restriction
- environmental restructuring
- Modeling
- Enablement
Education as a intervention function
Increasing knowledge or understanding
- Applies to psychological and reflective
Persuasion as a intervention function
Using communication to induce positive or negative feelings
- Applies to reflective and automatic
Incentivization as a intervention function
Creating an expectation of reward
- Applies to reflective and automatic
Coercion as a intervention function
Creating an expectation of punishment or cost
- Applies to reflective and automatic
Training as a intervention function
Imparting skills
- Applies to psychological, physical C, physical O, and automatic
Restriction as a intervention function
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
Environmental restructuring as a intervention function
Changing the physical or social context
- Applies to social and physical O and automatic
Modeling as a intervention function
Providing an example for people to aspire to or imitate
- Applies to social and automatic
Enablement as a intervention function
Increasing means or reducing barriers to increase capability or opportunity beyond education, training, and environmental restructuring
- Applies to capability, opportunity and automatic
Stage 2: step 4 selecting policy categories
Policy categories are approaches that can be used by stakeholders to support or establish interventions
Stakeholder
People with interest or concern in something
Communication/marketing as a policy category
Using print, electronic, telephonic or broadcast media
- Applies to education, persuasion, coercion, modeling
Guidelines as a policy category
Creating documents that recommend or mandate practice
- Applies to all but modeling
Fiscal Measures as a policy category
Using the tax system to reduce or increase financial cost
- Applies to incentivization, coercion, training, environmental restructuring, enablement
Regulation as a policy category
Establish rules or principles of behaviour or practice
- Applies to everything but modeling
Legislation as a policy category
Making or changing laws
- Applies to all but modeling
Environmental/social planning as a policy category
Designing or controlling the physical or social environment
- Applies to environmental restructuring and enablement
Service provision as a policy category
Delivering a service
- Applies to all but restriction and environmental restructuring
Stage 3: Step 5: select behaviour change techniques
- 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
Stage 3: Step 6: select modes of BCT delivery for the intervention
Podcast, TV ad, phone call, face to face, apps etc
Considerations for interventions
- Feasibility
- Practicality
- Common traits among group members
- Goals
- Past behavior
Feasibility group vs individual interventions
INDIVIDUAL: easier to tailer to personal schedules, needs and availability
GROUP: Requires coordination among multiple people, may face scheduling conflicts
Practicality Individual vs group interventions
INDIVIDUAL: Can be more flexible and adapted to specific circumstances
GROUP: may benefit from shared resources and time efficiency but can be less personalized
Common traits among group members individual vs group
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
Goals individual vs group
INDIVIDUAL: highly specific to personal aspirations
GROUP: common or overlapping goals are crucial to ensure everyone benefits from the same interventions
Past behavior individual vs groups
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
Stage 4: RE-AIM framework for intervention evaluation
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
