scholarly journals Application of the Intervention Mapping Protocol to Develop Sahtak bi Sahnak, a School-Based Intervention to Prevent Pediatric Obesity among Lebanese Adolescents

2021 ◽  
Vol 5 (1) ◽  
pp. 20
Author(s):  
Liliane Said ◽  
Francine Schneider ◽  
Stef P. J. Kremers ◽  
Jessica S. Gubbels
Keyword(s):  
Pediatric Obesity ◽  
Intervention Mapping ◽  
School Based Intervention ◽  
School Based ◽  
Intervention Mapping Protocol

Using the intervention mapping protocol to promote school-based physical activity among children: A demonstration of the step-by-step process

2019 ◽  
Vol 79 (5) ◽  
pp. 529-542 ◽  
Author(s):  
Tania Santina ◽  
Dominique Beaulieu ◽  
Camille Gagné ◽  
Laurence Guillaumie
Keyword(s):  
Physical Activity ◽  
Vigorous Physical Activity ◽  
Intervention Mapping ◽  
Lessons Learned ◽  
Programme Implementation ◽  
Cross Sectional ◽  
Theoretical Methods ◽  
Practical Applications ◽  
School Based ◽  
Intervention Mapping Protocol

Objective: This study describes the step-by-step development of the I Mo ve30+ programme and outlines lessons derived from the authors’ experience using an intervention mapping protocol (IMP)-based programme design. The programme was designed to increase the moderate to vigorous physical activity (PA) level at school among Lebanese children, aged 10–12 years. Design: Participatory cross-sectional design including group and individual interviews. Setting: Sidon district of Lebanon. Method: The programme was co-designed with a planning committee and included a local leader in school health, school staff including nurses and members of the target population (schoolchildren). The programme was developed using the six steps of the IMP: elaborating a logic model of the problem, formulating programme objectives, choosing the theoretical methods (i.e. the theory-based techniques used to influence a change objective) and practical applications (i.e. the applied strategies based on those theoretical methods), designing the programme, planning programme implementation, and planning the evaluation. Participants’ involvement in the programme’s activities was entirely voluntary. Results: Implemented by teachers and school nurses, this 14-week school-based programme was designed to provide an additional 30 minutes of school-based PA per day through structural environmental change, educational activities, a PA-monitoring system and PA events at school and in the classroom as well as during recess. Conclusion: IMP enabled the rigorous and systematic development of the programme to improve children’s PA level. The programme description and the lessons learned can facilitate the replication and the scaling up of the programme in other settings.

scholarly journals Development of a School-Based Physical Activity Intervention Using an Integrated Approach: Project SMART

2021 ◽  
Vol 12 ◽  
Author(s):  
Yeonhak Jung ◽  
Sheri L. Burson ◽  
Christine Julien ◽  
Dylan F. Bray ◽  
Darla M. Castelli
Keyword(s):  
Physical Activity ◽  
United States ◽  
Protective Factor ◽  
Intervention Mapping ◽  
Integrated Approach ◽  
The United States ◽  
Educational Game ◽  
School Based ◽  
Intervention Mapping Protocol ◽  
Project Smart

Physical activity (PA) is a health-protective factor with multiple benefits for school-age children, yet only 22% of children and adolescents living in the United States (United States) accrue the recommended amount of moderate to vigorous PA. Given the prevalence of insufficient PA among children, promoting and providing PA opportunities during the school day, especially when integrated into the curriculum and linked to the learning standards, is essential for children. The purpose of this paper is to describe the procedure for the development of a school-based PA program using an integrated approach through the modified intervention mapping protocol (IMP). A total of 22 physical education teachers and 167 children from five different elementary schools were involved in the process. The procedure includes the Self-Determination Theory (SDT) that provides a theoretical framework that plays a vital role in motivating students to have a physically active lifestyle. This study applied SDT and IMP to develop and pilot a PA intervention called Project SMART using an integrative community participatory approach. As a pilot PA intervention, Project SMART is an online educational game where the students navigate a virtual journey across the United States A class’s aggregate PA propels the students on their journey, where standards-based modules are unlocked to achieve STEM (science, technology, engineering, and math) and social-emotional learning outcomes while gaining an understanding of the importance of health behaviors and opportunities to habitually engage in healthy decision-making with the support of their peers. Although initially labor intensive for the researchers, the process of tailoring the intervention to the children’s contextual and cultural needs has implications for all theoretically grounded and evidence-based PA interventions.

The Pro Children Intervention: Applying the Intervention Mapping Protocol to Develop a School-Based Fruit and Vegetable Promotion Programme

2005 ◽  
Vol 49 (4) ◽  
pp. 267-277 ◽  
Author(s):  
Carmen Pérez-Rodrigo ◽  
Marianne Wind ◽  
Christina Hildonen ◽  
Mona Bjelland ◽  
Javier Aranceta ◽  
...  
Keyword(s):  
Intervention Mapping ◽  
Fruit And Vegetable ◽  
School Based ◽  
Promotion Programme ◽  
Intervention Mapping Protocol

Perceptions of Alcohol Use in a High School-Based Intervention

2007 ◽  
Author(s):  
Teresa K. Monreal ◽  
Maryam Kia-Keating ◽  
Marya Schulte ◽  
Sandra A. Brown
Keyword(s):  
High School ◽  
Alcohol Use ◽  
School Based Intervention ◽  
School Based
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