Translating the PLAYgrounds program into practice. A process evaluation using the RE-AIM framework.

Autor/inn/en	Janssen, Mirka; Toussaint, Huub M.; Mechelen, Willem van; Verhagen, Evert A.L.M.
Titel	Translating the PLAYgrounds program into practice. A process evaluation using the RE-AIM framework. Gefälligkeitsübersetzung: Die Übersetzung des SPIELplätze Programms in die Praxis. Ein Prozessauswertung mittels der RE-AIM Struktur.
Quelle	In: Journal of science and medicine in sport, 16 (2013) 3, S. 211-216 PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1440-2440; 1878-1861
DOI	10.1016/j.jsams.2012.06.009
Schlagwörter	Evaluation; Fragebogen; Qualitative Analyse; Vergleichsuntersuchung; Grundschule; Sozialerziehung; Sozialwissenschaften; Spielplatz; Sportmedizin; Sportsoziologie; Evaluation; Qualitative Analyse; Fragebogen; Aktivität; Grundschule; Aktivität; Sozialerziehung; Sportmedizin; Sportsoziologie; Sozialwissenschaften; Effektivität; Spielplatz; Soziale Betreuung; Grundschulalter; Effektivität; Theorie-Praxis-Beziehung
Abstract	Objectives: To present the results of the process evaluation of the PLAYgrounds program, using the RE-AIM framework. Design: This study provides information regarding Reach, Adoption, Implementation and Maintenance. Methods: The PLAYgrounds program promotes increasing levels of physical activity in 6-12 years old children and was evaluated using the RE-AIM framework in 4 intervention schools. Data collection consisted of a physical activity questionnaire with children (n = 765, Reach), SOPLAY observations (Implementation and Maintenance), questionnaires on the satisfaction of the implemented elements with teachers (n = 59) and children (n = 730, Implementation) and interviews for increased depth of information. In addition a simple counting of participating schools, describing of non-participating reasons and characteristics of the schools were documented (Adoption). Results: Reach of the target population (i.e. inactive children) was 60.7% (n = 464) and the target population was representative for populations in low-SES neighbourhoods. The PLAYgrounds program was adopted by 4 schools (80%), at which 5 (from 7) program elements were successfully implemented. At 18 months follow-up, 3 of those 5 elements were completely maintained. Conclusions: Adoption, Implementation, and Maintenance proved to be very high. Most likely due to the PLAYgrounds program being a complete intervention package that included financial, material, and staff support. Therefore, it is recommended to retain this high level of support when introducing the PLAYgrounds (or any other intervention) program in schools. In the future it would be recommended to evaluate the PLAYgrounds program on maintenance in schools where the key-person is employed at the school and funding is not available. Verf.-Referat.
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2014/1