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

Abstract

This study investigated the utility of the Study of Health and Activity in Preschool Environments (SHAPES) conceptual model, which targeted physical activity behavior (PA) in preschool children, by examining the relationship between implementation monitoring data and 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 (MVPA) through recess for 4-year-old children in preschool settings, may be a good starting place for increasing MVPA. 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 upon which the intervention is based.

Development of the DAGIS intervention study: a preschool-based family-involving study promoting preschoolers’ energy balance-related behaviours and self-regulation skills

“…Also the context and the readiness of the implementers were assessed. These factors have been shown to be crucial for successful implementations [23, 70]. Additionally, to the tasks delivered from the tools of the RE-AIM framework, the comprehensive process evaluation included detailed questions about following: dose delivered (e.g.…”

The effects of mothers’ musical background on sedentary behavior, physical activity, and exercise adherence in their 5-6-years-old children using movement-to-music video program

“…Completeness and fidelity have been used in earlier studies to explain the success of implementation, as well as evaluation tool for conceptual model to support increasing PA in children [ 20 ]. Based on a conceptual framework by Carroll et al (2007) completeness is defined as quantity or perfection of dose, i.e., how fully the intervention components are met or whether all the people who should be participating in actually do so [ 21 , 22 ].…”

Å styrke fysisk aktiv lek i barnehagen – evaluering av et intervensjonsdesign basert på en høy grad av personaldeltagelse

“…Pate et al (2016) mener selv at personalets aktive deltakelse bidro til en bredere og bedre kunnskapsforankring i barnehagene. Men krav om faste daglige økter har samtidig vaert utfordrende å gjøre til fast praksis i barnehagene (Saunders et al, 2017), og det er behov for konsepter som er enklere å tilpasse til barnehagene. Faste daglige økter kan også ha vaert til hinder for at personalet selv kunne ha skapt flere handlingsmuligheter tilpasset den spesifikke praksiskonteksten.…”