Study objective: To determine if a self help intervention, delivered via written interactive materials (the "Walk in to Work Out" pack), could increase active commuting behaviour (walking and cycling). Design: Randomised controlled trial. The intervention group received the "Walk in to Work Out" pack, which contained written interactive materials based on the transtheoretical model of behaviour change, local information about distances and routes, and safety information. The control group received the pack six months later. Focus groups were also conducted after six months. Setting: Three workplaces in the city of Glasgow, Scotland, UK. Participants: 295 employees who had been identified as thinking about, or doing some irregular, walking or cycling to work. Main results: The intervention group was almost twice as likely to increase walking to work as the control group at six months (odds ratio of 1.93, 95% confidence intervals 1.06 to 3.52). The intervention was not successful at increasing cycling. There were no distance travelled to work, gender, or age influences on the results. Twenty five per cent (95% confidence intervals 17% to 32%) of the intervention group, who received the pack at baseline, were regularly actively commuting at the 12 month follow up. Conclusion: The "Walk in to Work Out" pack was successful in increasing walking but not cycling. The environment for cycling must be improved before cycling will become a popular option.
Two proponents of theory-based approaches to evaluation that have found favour in the UK in recent years are Theories of Change and Realistic Evaluation. In this article we share our evolving views on the points of connection and digression between the approaches based on our reading of the theory-based evaluation literature and our practice experience. We provide a background to the two approaches that emphasizes the importance of programme context in understanding how complex programmes lead to changes in outcomes.We then explore some of the differences in how `theory' is conceptualized and used within the two approaches and consider how knowledge is generated and cumulated in subtly different ways depending on the approach that is taken. Finally, we offer our thoughts on what this means for evaluators on the ground seeking an appropriate framework for their practice.
Theory-based evaluation approaches are becoming increasingly popular in the evaluation of comprehensive community initiatives. Such an approach, Theory of Change (ToC), has been used in the external evaluations of two of four Scottish Health Demonstration projects. This article provides an empirically based analysis of the issues raised in the process of articulating a project's ToC. It then considers the value of the approach in relation to sharpening planning, providing formative feedback, improving performance management, guiding internal and external evaluation, judging impact and reducing problems of attribution. A conclusion is reached that, whilst such approaches are by no means a panacea, they offer one useful framework within which to negotiate a range of evaluation practice decisions. K E Y WO R D S : child health improvement; complex community interventions; heart health improvement; Scottish Health Demonstration projects; theory-based evaluation
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