| Sign In to gain access to subscriptions and/or personal tools. |
DOI: 10.1177/1090198105282444 Data to Action: Using Formative Research to Develop Intervention Programs to Increase Physical Activity in Adolescent GirlsUniversity of Maryland, College Park
Tulane University, New Orleans, Louisiana
University of North Carolina, Chapel Hill
Johns Hopkins Bloomberg School of Public Health, Baltimore, Maryland
University of South Carolina, Columbia
University of Maryland, Baltimore
University of North Carolina at Chapel Hill
University of Minnesota, Minneapolis
San Diego State University, California Formative research is used to inform intervention development, but the processes of transmitting results to intervention planners and incorporating information into intervention designs are not well documented. The authors describe how formative research results from the Trial of Activity for Adolescent Girls (TAAG) were transferred to planners to guide intervention development. Methods included providing oral and written reports, prioritizing recommendations, and cross-checking recommendations with intervention objectives and implementation strategies. Formative work influenced the intervention in many ways. For example, results indicated that middle schools offered only coeducational physical education and health education classes, so the TAAG intervention was designed to be appropriate for both sexes, and intervention strategies were developed to directly address girls’ stated preferences (e.g., enjoyable activities, opportunity to socialize) and barriers (e.g., lack of skills, fear of injury) for physical activity. The challenges of using formative research for intervention development are discussed.
Key Words: formative research • intervention trials • physical activity • adolescents
This article has been cited by other articles:
|
||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
 |
|
|
 |
 |
Sign In to gain access to subscriptions and/or personal tools.
