Using the Intervention Mapping Protocol to Promote School-Based Physical Activity among Children: A Demonstration of the Step-by-Step Process

Autor/inn/en	Santina, Tania; Beaulieu, Dominique; Gagné, Camille; Guillaumie, Laurence
Titel	Using the Intervention Mapping Protocol to Promote School-Based Physical Activity among Children: A Demonstration of the Step-by-Step Process
Quelle	In: Health Education Journal, 79 (2020) 5, S.529-542 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Santina, Tania)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8969
DOI	10.1177/0017896919894031
Schlagwörter	Intervention; Physical Activity Level; Child Health; Preadolescents; Foreign Countries; Program Development; Program Implementation; Program Effectiveness; Obesity; Health Promotion; Behavior Change; Prevention; Urban Schools; Private Schools; Logical Thinking; Models; Grade 5; Grade 6; Lebanon + Suchen Sie Ihr Suchwort? Pre-adolescence; Präadoleszenz; Ausland; Programmplanung; Adipositas; Gesundheitsfürsorge; Gesundheitshilfe; Reihenuntersuchung; Prävention; Vorbeugung; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Private school; Privatschule; Analogiemodell; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Libanon
Abstract	Objective: This study describes the step-by-step development of the IMove30+ programme and outlines lessons derived from the authors' experience using an intervention mapping protocol (IMP)-based programme design. The programme was designed to increase the moderate to vigorous physical activity (PA) level at school among Lebanese children, aged 10-12 years. Design: Participatory cross-sectional design including group and individual interviews. Setting: Sidon district of Lebanon. Method: The programme was co-designed with a planning committee and included a local leader in school health, school staff including nurses and members of the target population (schoolchildren). The programme was developed using the six steps of the IMP: elaborating a logic model of the problem, formulating programme objectives, choosing the theoretical methods (i.e. the theory-based techniques used to influence a change objective) and practical applications (i.e. the applied strategies based on those theoretical methods), designing the programme, planning programme implementation, and planning the evaluation. Participants' involvement in the programme's activities was entirely voluntary. Results: Implemented by teachers and school nurses, this 14-week school-based programme was designed to provide an additional 30 minutes of school-based PA per day through structural environmental change, educational activities, a PA-monitoring system and PA events at school and in the classroom as well as during recess. Conclusion: IMP enabled the rigorous and systematic development of the programme to improve children's PA level. The programme description and the lessons learned can facilitate the replication and the scaling up of the programme in other settings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01