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A Review of Implementation Outcome Measures of School‐Based Physical Activity Interventions
Author(s) -
Shah Sonam,
Allison Kenneth R.,
SchoueriMychasiw Nour,
Pach Beata,
Manson Heather,
VuNguyen Karen
Publication year - 2017
Publication title -
journal of school health
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.851
H-Index - 86
eISSN - 1746-1561
pISSN - 0022-4391
DOI - 10.1111/josh.12514
Subject(s) - fidelity , psychological intervention , implementation research , reliability (semiconductor) , medical education , construct (python library) , construct validity , applied psychology , measure (data warehouse) , psychology , medicine , computer science , process management , psychometrics , nursing , engineering , clinical psychology , data mining , telecommunications , power (physics) , physics , quantum mechanics , programming language
BACKGROUND Measuring the implementation of school‐based physical activity (PA) interventions is an important prerequisite in assessing their impact. Prior to conducting a study to assess the implementation of the daily physical activity (DPA) policy in Ontario, Canada, a literature review was conducted to identify existing survey instruments to measure 5 implementation outcomes: adoption, fidelity, implementation cost, reach, and sustainability. METHODS A search for survey instruments to assess these implementation outcomes at the teacher and school administrator levels was conducted in 7 bibliographic databases, as well as the gray literature. Each survey instrument was coded as assessing 1 of the 5 implementation outcomes if it included at least 1 item measuring the construct. RESULTS Twenty‐three survey instruments were identified. None of the instruments were specifically developed to measure the implementation outcomes. Fidelity was the most common implementation outcome measured, followed by adoption. The least common implementation outcome measured was sustainability. Thirty‐five percent of survey instruments assessed were previously tested for validity and 26% were previously tested for reliability. CONCLUSIONS Based on this review, a gap in available instruments to measure implementation outcomes of school‐based PA programs was identified. An adapted theoretical framework, presented here, has potential application in future implementation studies.