Evidence-based policy and practice of physical activity in Australia: Awareness and attitudes of attendees at a national physical activity conference (the PAPPA study)

2010 ◽  
Vol 21 (3) ◽  
pp. 222-228 ◽  
Author(s):  
Bill Bellew ◽  
Adrian Bauman ◽  
Wendy Brown
Keyword(s):  
Physical Activity ◽  
Evidence Based ◽  
Policy And Practice ◽  
Evidence Based Policy ◽  
National Physical Activity

The State of Evidence-Based Policy Evaluation and its Role in Policy Formation

2012 ◽  
Vol 219 ◽  
pp. R41-R52 ◽  
Author(s):  
Philip Davies
Keyword(s):  
Public Service ◽  
Policy Evaluation ◽  
Research Evidence ◽  
Policy Formation ◽  
Evidence Based ◽  
Policy Cycle ◽  
Policy And Practice ◽  
The Past ◽  
Evidence Based Policy ◽  
The Uk

This paper argues that evidence-based policy has clearly made a worldwide impact, at least at the rhetorical and institutional levels, and in terms of analytical activity. The paper then addresses whether or not evidence-based policy evaluation has had an impact on policy formation and public service delivery. The paper uses a model of research-use that suggests that evidence can be used in instrumental, conceptual and symbolic ways. Taking four examples of the use of evidence in the UK over the past decade, this paper argues that evidence can be used instrumentally, conceptually and symbolically in complementary ways at different stages of the policy cycle and under different policy and political circumstances. The fact that evidence is not always used instrumentally, in the sense of “acting on research results in specific, direct ways” (Lavis et al., 2003, p. 228), does not mean that it has little or no influence. The paper ends by considering some of the obstacles to getting research evidence into policy and practice, and how these obstacles might be overcome.

scholarly journals Mechanisms of Music Impact: Autonomic Tone and the Physical Activity Roadmap to Advancing Understanding and Evidence-Based Policy

2021 ◽  
Vol 12 ◽  
Author(s):  
J. Matt McCrary ◽  
Eckart Altenmüller
Keyword(s):  
Physical Activity ◽  
Behavioral Interventions ◽  
Intervention Studies ◽  
Evidence Based ◽  
Music Listening ◽  
Single Session ◽  
Autonomic Tone ◽  
Music Making ◽  
Evidence Based Policy ◽  
Autonomic Changes

Research demonstrates that both music-making and music listening have an ability to modulate autonomic nervous system activity. The majority of studies have highlighted acute autonomic changes occurring during or immediately following a single session of music engagement. Several studies also suggest that repeated music-making and listening may have longer-term effects on autonomic tone—the prevailing balance of sympathetic vs. parasympathetic activity. Autonomic imbalance is associated with a range of neurodegenerative and neurodevelopmental disorders, mental health conditions and non-communicable diseases. Established behavioral interventions capable of restoring healthy autonomic tone (e.g., physical activity; smoking cessation) have demonstrated remarkable efficacy in broadly promoting health and preventing disease and up to 7.2 million annual deaths. Accordingly, this article proposes that music’s suggested ability to modulate autonomic tone may be a key central mechanism underpinning the broad health benefits of music-making and listening reported in several recent reviews. Further, this article highlights how physical activity research provides a relevant roadmap to efficiently advancing understanding of music’s effects on both autonomic tone and health more broadly, as well as translating this understanding into evidence-based policy and prescriptions. In particular, adapting FITT—Frequency, Intensity, Timing, Type—criteria to evaluate and prescribe music-making and listening in observational and intervention studies has excellent prospective utility.

scholarly journals A caution about causation

2018 ◽  
Vol 34 (5) ◽  
Author(s):  
Michael Henderson ◽  
Petrea Redmond ◽  
Eva Heinrich
Keyword(s):  
Educational Technology ◽  
Education Research ◽  
Educational Technology Research ◽  
Evidence Based ◽  
Technology Research ◽  
Policy And Practice ◽  
Evidence Based Policy ◽  
Effect Model ◽  
The Future ◽  
The Face

Educational technology research, like all education research, is dominated by explicit or implicit claims of causation.  The dominance of cause-effect models in research is not surprising, and for many it is unnoticed and unquestioned. However, regardless of the cause-effect model being applied or the methodology in measuring it, we are unable to detect cause-effect directly. It is in this context that we need to be cautious in our interpretations of educational technology interventions and their implications for the future. Claims of causation are unlikely to decrease in the face of the increasing calls for “evidence-based” policy and practice. With this in mind it is even more important to consider how we can resist deterministic or mechanical claims of cause and effect. This dilemma should not stop our drive for evidence based approaches, but it is a reminder that we need to take care in the rigour of our research, and equally, in the way we describe it. 

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