Data to action: Using formative research to develop intervention programs to increase physical activity in adolescent girls

Deborah Rohm Young, Carolyn C. Johnson, Allan Steckler, Joel Gittelsohn, Ruth P. Saunders, Brit I. Saksvig, Kurt M. Ribisl, Leslie A. Lytle, Thomas L. McKenzie

Research output: Contribution to journalReview articlepeer-review

Abstract

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.

Original languageEnglish (US)
Pages (from-to)97-111
Number of pages15
JournalHealth Education and Behavior
Volume33
Issue number1
DOIs
StatePublished - Feb 2006

Keywords

  • Adolescents
  • Formative research
  • Intervention trials
  • Physical activity

ASJC Scopus subject areas

  • Arts and Humanities (miscellaneous)
  • Public Health, Environmental and Occupational Health

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