B ackground: Although the hospital inpatient setting arguably provides an ideal opportunity to engage patients in smoking cessation interventions, this is done infrequently. We therefore aimed to systematically review the perceived barriers to the implementation of smoking cessation interventions in the hospital inpatient setting. Methods: A systematic literature search was conducted specific to hospital-based healthcare workers' perceived barriers to implementing smoking cessation interventions. Reported barriers were categorised using the capability, opportunity and motivation (COM-B) framework. Results: Eighteen studies were selected for inclusion, which consisted of cross-sectional surveys and interviews. The most commonly identified barrier in capability was lack of knowledge (56% of studies); in Opportunity, it was a lack of time (78%); while in Motivation, a lack of perceived patient motivation to quit smoking (44%). Seventeen other barriers were also endorsed, but less frequently. Conclusion: Healthcare workers report a plethora of barriers to providing smoking cessation interventions in hospital settings, which cover all aspects of the COM-B framework. These impediments need to be addressed in a multidisciplinary approach, at clinical, educational, and administrative levels, to improve intervention provision.

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This study evaluated the effects of an elementary physical education curriculum in which development of positive social skills, including leadership and conflict-resolution behaviors, was the primary focus. A second goal was to determine possible generalization effects beyond the primary intervention setting. Students in two urban elementary physical education classes served as subjects, with a third class used as a comparison. The effects of the curriculum intervention were evaluated in the training setting and in the students' regular education classrooms using a multiple baseline across classrooms design. Results showed (a) an immediate increase in student leadership and independent conflict-resolution behaviors, (b) an increase in percentage of class time devoted to activity participation, and (c) decreases in the frequency of student off-task behavior and percentage of class time that students devoted to organizational tasks. Similar changes in student behavior were also observed in the regular classroom settings.

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An A-B-A-B withdrawal design was used to evaluate whether accountability, in the form of public posting, was effective in improving football players’ performance in successfully blocking the forward momentum of the defense and in running routes to a criterion at, or greater than, 90% correct. Five wide receivers on a college football team participated in the study. Data were collected during practice sessions and weekly games. The players’ game performance was not intervened on and served as a measure of both the generality of the intervention and as a product measure of the practice performance. The data show that during public posting the players’ performances met or exceeded the criterion established for practices and that this criterion performance generalized to the game setting. These results support previous findings on tasks and accountability. Moreover, the public posting intervention was easy to implement by the coaches and welcomed by the players.