stages of developing exercise intervention
- understand behaviour
- id intervention options
- id intervention content and implementation options
- evaluate impact of intervention
stage 1 of developing exercise intervention
- understand behaviour by id specific PA behaviour (e.g. active transport) and population (e.g. elementary children) of intervention targeted; target behaviour not outcome (e.g. PA, diet, not weight loss)
- conduct behavioural analysis and diagnosis: id factors needed to change to do behavior and why behavior is not happening, capabilty is physical and psychological skills to perform behaviour, opportunity is supportive physical and social environment, motivation is reflective (planning, intention) and automatic (impluse and desire) to do behavior
stage 2 of developing exercise intervention
- select intervention functions/activities designed to change behaviour through capability, opportunity, and motivation
- select policy categories/approaches used by stakeholders (people with interest in something) to support or est interventions
9 intervention options
- education: increase knowledge, psych capability, reflective motivation
- persuasion: communication to induce pos/neg feelings, reflective/automatic motivation
- incentivization: create expectation of reward, reflective/automatic motivation
- coercion: create expectation of cost, reflective/automatic motivation
- training: imparting skills, psych/phys capabilty, phys opportuntiy, automatic motivation
- restriction: rules to engage in target behavior and reduce opportunity in competing behavior, phys/social opportunity
- environment restructuring: change phys or social context, phys/social opportunity, automatic motivation
- modelling: example to imitate, social opportunity, automatic motivation
- enablement: increasing facilitors or reducing barriers to increase capabiltiy beyond education, traing, or environmental restructuring, all but reflective motivation
7 policy categories
- communication/marketing: use media, education, persuasion, incentivization/coercion, modeling
- guidelines: create documents that rec or mandate practice, all but modelling
- fiscal measures: use taxes to reduce or increase financial cost, all but education, persuasion, and modelling
- regulation: est rules of behaviour, all
- legislation: make/change laws, all
- enviornment/social planning: design or control phys/social environment, modeling and enablement
- service provision: provide service, all but environmental restructuring and modeling
stage 3 of developing exercise intervention
- select behavior change techniques to allow people the information needed to replicate intervention bc they are observable, replicable, and irreducible
- select modes of BCT delivery for intervention but consider feasibilty, practicality, common traits among group, goals, and past behavior
stage 4 of developing exercise interventions
use RE-AIM frame work for intervention evaluation
1. reach: what percentage of pop participated, what are characteristics
2. effectiveness/efficacy: pos and neg consequences of intervention
3. adoption: what proportion of setting adopted intervention and what are characteristics
4. implementation: how well was intervention delivered and were instructions followed
5. maintenance: how well intervention sustained over time
COM-B in COVID hygienic practices in UK
1. COM-B on hygiene
2. demographics less likely to engage in hygiene
3. which factors should intervention target?
- higher AM (more implusive) and PO (more resources in city, but more contact with others) assoc with worse hygiene, others greater hygiene with RM having strongest influence
- males (more implusive), cities and suburbs (have to take transportation, greater pop density has less chance to social distance), non-religious (tend to be worse at following rules)
- target behaviours neg assoc with hygiene (PO and AM) to increase hygiene
