干预保真度:设计、实施及评估掌握动机气候行为干预的多重策略

IF 2.9 2区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Jerraco L. Johnson, Danielle D. Wadsworth, Mary E. Rudisill
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引用次数: 0

摘要

摘要背景:掌握动机气候(MMC)干预是一种基于证据的方法,用于幼儿运动技能干预(MSI)。有6个环境特征和教学线索,教师必须适当地操纵,以实施MMC。这些被称为TARGET,分别代表任务、权限、识别、分组、评估和时间。本文的目的是描述干预保真度的程序、教育和教学组成部分,我们认为在MMC干预的设计、培训、交付和评估中应该考虑这些组成部分。设计阶段应在干预前考虑预期的干预暴露和剂量,并制定在整个研究中实施和测量干预剂量的计划。对研究人员进行有效的培训和制定正式的实施方案对干预的保真度也很重要。在干预期间,使用正式的检查表来衡量对目标结构的依从性是很重要的。最后,我们发现重要的是描述干预措施按计划交付的程度,并报告我们在整个干预实施过程中与目标依从性的密切程度。从教学的角度来看,讨论强调了我们在干预保真度方面所做的努力如何提高了MMC干预的质量和交付。具体来说,我们如何使用以前的保真度数据来指导我们未来的MMC干预研究。在MMC干预的保真度方面还有更多的工作要做,特别是在未来更多的教师实施MMC研究,以及解决参与者层面(即出勤)的保真度问题。关键词:忠诚;运动技能干预;运动发育;幼儿体育;自主;这篇论文没有致谢。披露声明作者未报告潜在的利益冲突。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Intervention fidelity: multiple strategies to design, implement, and assess mastery motivational climate behavioral interventions
ABSTRACTBackground Mastery motivational climate (MMC) interventions are an evidence-based approach utilized to deliver motor skill interventions (MSI) for young children. There are 6 environmental characteristics and instructional cues an instructor must appropriately manipulate to implement a MMC. These are known as the TARGET and stand for Task, Authority, Recognition, Grouping, Evaluation, and Time.Purpose The purpose of this paper is to describe the procedural, educational, and instructional components of intervention fidelity that we believe should be considered in the design, training, delivery, and assessment of a MMC intervention. The design phase should consider the intended intervention exposure and dosage prior to the intervention and develop a plan for implementation and measurement of intervention dose across the study. Conducting effective training for research personnel and developing formal implementation protocols are also important for intervention fidelity. During the intervention it is important to measure adherence to the TARGET structures using a formal checklist. Finally, we find it important to describe the extent to which the intervention was delivered as planned and report how closely we aligned with TARGET adherence throughout intervention implementation.Findings The discussion highlights how our increased efforts in our intervention fidelity have enhanced the quality and delivery of our MMC interventions from a pedagogical perspective. Specifically, in how we have used previous fidelity data to inform our future MMC intervention studies. There is more work to be done in MMC intervention fidelity, especially moving towards more teacher implemented MMC studies in the future as well as addressing participant level (i.e. attendance) fidelity concerns.KEYWORDS: Fidelitymotor skill interventionsmotor developmentyoung childrenphysical educationautonomy-supportive climate AcknowledgementsApproval for the study was obtained from the authors’ Institutional Review Board for Human Subjects Research. There are no acknowledgements associated with this paper.Disclosure statementNo potential conflict of interest was reported by the author(s).
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来源期刊
Physical Education and Sport Pedagogy
Physical Education and Sport Pedagogy EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.30
自引率
11.10%
发文量
40
期刊介绍: Physical Education and Sport Pedagogy is the official research journal of the Association for Physical Education (AfPE). The journal provides a forum for high quality educational research intended to have a high impact on both policy and practice for a national and international readership. Physical Education and Sport Pedagogy publishes research that reports educational practices in all appropriate contexts including, but not limited to, school physical education, club sport, and active leisure programs. The journal considers papers that discuss a broad range of physical activities, including aquatics, dance, exercise, gymnastics, outdoor and adventure activities, meditative and martial arts and sport. Pedagogy in these contexts refers to the interacting and interdependent components of knowledge and curriculum, learners and learning, and teachers/coaches, teaching/coaching and teacher/coach education. The journal particularly welcomes papers that consider the interactions of each of these components and their practice in specific contexts.
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