Uptake of evidence-based physical activity programs: comparing perceptions of adopters and nonadopters

Abstract

Translating evidence-based physical activity interventions into practice have been problematic. Limited research exists on the adoption decision-making process. This study explored health educator perceptions of two evidence-based, physical activity programs-one was developed through an integrated research-practice partnership approach (FitEx) and the other was research-developed, Active Living Every Day (ALED). Semi-structured interviews were conducted with 12 health educators who were trained on either ALED (n=6) or FitEx (n=6) and had either delivered (n=6) or did not deliver (n=6) the intervention. Program adopters identified with program characteristics, materials, processes, implementation, fit within system, and collaborations as more positive factors in decisionmaking when compared to those that did not deliver. FitEx health educators were more likely to deliver the program and found it to be a better fit and easier to use. An integrated research-practice partnership may improve adoption of physical activity programs in typical practice settings.

Use of an Integrated Research-Practice Partnership to Improve Outcomes of a Community-Based Strength-Training Program for Older Adults: Reach and Effect of Lifelong Improvements through Fitness Together (LIFT)

“…Rather than a top down approach, an integrated research–practice partnership (IRPP) between communities and research academics may speed program translation into a practice-based setting [ 16 , 17 ]. Through an IRPP, academic researchers and invested communities can work collaboratively to develop and deliver an intervention that adheres to the evidence-based principles of the intervention and complements the setting in which it will be delivered [ 18 ].…”

“…Communities with buy-in of an evidence-based program may deem it more suitable for delivery if it has been adapted in accordance with the mission, values, and resources of the practice-based setting [ 20 , 21 , 22 ] and therefore will ultimately reach more of the target population and have a greater effect [ 19 ] on functional fitness. An IRPP approach may bridge the gap of translating effective, evidence-based programs into community-based settings beyond the length of the intervention [ 16 ].…”

“…In order to bring the exercise science principles of Stay Strong, Stay Healthy to a new population and setting, adaptations [ 28 ] were required to fit the mission, values, and resources of the state system [ 16 , 18 ]. Additionally, when adaptations are made, there are concerns for internal and external validity of the intervention (i.e., does the adapted program work with this new population, in this new setting).…”

Evaluating “Take the Stairs, Wyoming!” Through the RE-AIM Framework: Challenges and Opportunities

“…In the case of PSEs, which are also fairly new to Extension and more difficult to evaluate than direct education interventions, matching evaluation methods to staff resources and expectations is key (Balis et al, under review). While this intervention was selected and planned by a fellow Extension health educator through a participatory approach (26)(27)(28), the evaluation was still considered a burden. This perception of evaluation as onerous highlights the need to change Extension culture to prioritize time spent evaluating programs rather than only time spent delivering programs.…”

Informed Adaptations of a Strength-Training Program through a Research–Practice Partnership

“…The overall purpose of this article is to describe the process by which an evidence-based, strength training program underwent research- and practice-based adaptations through the scope of a partnership to develop a program that would be adopted by community health educators, implemented throughout the community with fidelity, and maintained in a practice-based setting, beyond the life of the intervention ( 31 , 33 ). Described within is the process of incorporating, reporting, and testing the feasibility or fit of evidence- and practice-based adaptations into a strength-training intervention based on the needs of the health educators and the priority population.…”