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    Evaluating and Refining the Conceptual Model Used in the Study of Health and Activity in Preschool Environments (SHAPES) Intervention

    Access Status
    Fulltext not available
    Authors
    Saunders, R.
    Pfeiffer, K.
    Brown, W.
    Howie, Erin
    Dowda, M.
    O Neill, J.
    McIver, K.
    Pate, R.
    Date
    2017
    Type
    Journal Article
    
    Metadata
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    Citation
    Saunders, R. and Pfeiffer, K. and Brown, W. and Howie, E. and Dowda, M. and O Neill, J. and McIver, K. et al. 2017. Evaluating and Refining the Conceptual Model Used in the Study of Health and Activity in Preschool Environments (SHAPES) Intervention. Health Education & Behavior. 44 (6): pp. 876-884.
    Source Title
    Health Education & Behavior
    DOI
    10.1177/1090198116686334
    ISSN
    1090-1981
    School
    School of Physiotherapy and Exercise Science
    URI
    http://hdl.handle.net/20.500.11937/65817
    Collection
    • Curtin Research Publications
    Abstract

    © 2017, © 2017 Society for Public Health Education. This study investigated the utility of the Study of Health and Activity in Preschool Environments (SHAPES) conceptual model, which targeted physical activity (PA) behavior in preschool children, by examining the relationship between implementation monitoring data an d child PA during the school day. We monitored implementation completeness and fidelity based on multiple elements identified in the conceptual model. Comparing high-implementing, low-implementing, and control groups revealed no association between implementation and outcomes. We performed post hoc analyses, using process data, to refine our conceptual model’s depiction of an effective preschool PA-promoting environment. Results suggest that a single component of the original four-component conceptual model, providing opportunities for moderate-to-vigorous physical activity through recess for 4-year-old children in preschool settings, may be a good starting place for increasing moderate-to-vigorous physical activity. Interventions that are implemented with optimal levels of completeness and fidelity are more likely to achieve behavior change if they are based on accurate conceptual models. Examining the mechanisms through which an intervention produces its effects, as articulated in the conceptual model that guides it, is particularly important for environmentally focused interventions because they are guided by emerging frameworks. The results of this study underscore the utility of using implementation monitoring data to examine the conceptual model on which the intervention is based.

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