Process Evaluation Results from the HEALTHY Physical Education Intervention

Autor/inn/en	Hall, William J.; Zeveloff, Abigail; Steckler, Allan; Schneider, Margaret; Thompson, Deborah; Pham, Trang; Volpe, Stella L.; Hindes, Katie; Sleigh, Adriana; McMurray, Robert G.
Titel	Process Evaluation Results from the HEALTHY Physical Education Intervention
Quelle	In: Health Education Research, 27 (2012) 2, S.307-318 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-1153
DOI	10.1093/her/cyr107
Schlagwörter	Learner Engagement; Classroom Techniques; Physical Education; Middle Schools; Physical Activities; Formative Evaluation; Intervention; Diabetes; Program Implementation; Observation; Teaching Methods; Lesson Plans; Health Education; Curriculum Implementation; Barriers; Recreational Facilities; Program Evaluation; Prevention + Suchen Sie Ihr Suchwort? Klassenführung; Körpererziehung; Sportunterricht; Middle school; Mittelschule; Mittelstufenschule; Beobachtung; Teaching method; Lehrmethode; Unterrichtsmethode; Lesson planning; Unterrichtsplanung; Gesundheitsaufklärung; Gesundheitsbildung; Gesundheitserziehung; Freizeiteinrichtung; Programme evaluation; Programmevaluation; Prävention; Vorbeugung
Abstract	Process evaluation is an assessment of the implementation of an intervention. A process evaluation component was embedded in the HEALTHY study, a primary prevention trial for Type 2 diabetes implemented over 3 years in 21 middle schools across the United States. The HEALTHY physical education (PE) intervention aimed at maximizing student engagement in moderate-to-vigorous physical activity through delivery of structured lesson plans by PE teachers. Process evaluation data collected via class observations and interventionist interviews assessed fidelity, dose delivered, implementor participation, dose received and barriers. Process evaluation results indicate a high level of fidelity in implementing HEALTHY PE activities and offering 225 min of PE every 10 school days. Concerning dose delivered, students were active for approximately 33 min of class, representing an average of 61% of the class time. Results also indicate that PE teachers were generally engaged in implementing the HEALTHY PE curriculum. Data on dose received showed that students were highly engaged with the PE intervention; however, student misbehavior was the most common barrier observed during classes. Other barriers included teacher disengagement, large classes, limited gym space and poor classroom management. Findings suggest that the PE intervention was generally implemented and received as intended despite several barriers. (As Provided).
Anmerkungen	Oxford University Press. Great Clarendon Street, Oxford OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://her.oxfordjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10