Lindqvist Anna-Karin, Rutberg Stina
Department of Health Sciences, Luleå University of Technology, Luleå, Sweden.
JMIR Res Protoc. 2018 May 8;7(5):e123. doi: 10.2196/resprot.9505.
Physical activity promotes health and learning. However, up to 80% of the children in industrialized countries do not achieve the recommended level of daily physical activity. By encouraging children to use active school transportation (AST), it is possible to increase their overall physical activity.
The aim of this paper was to present the development of an AST intervention using Intervention Mapping (IM) to promote children's physical activity.
The principles of IM were applied to guide the development of the intervention. The process was divided into 3 phases. First, a literature review and collection of experiences of stakeholders were carried out to gain a broad perspective on the problem and possible solutions. Thereafter, an analysis of the critical environmental and behavioral factors affecting outcome was conducted, which guided the choice of tangible components of the intervention. Finally, a plan of evaluation and implementation was established.
A structured program to increase AST among children was developed, consisting of 3 subsequent phases that are described in detail. Implementation took place, and evaluation of the intervention is being carried out.
IM proved to be a valuable method to develop a structured AST intervention for children. By following the steps of the IM process, it became evident that empowerment and gamification are 2 promising avenues to consider when designing AST interventions in a school context. By engaging end users and including important agents, such as parents and teachers, who control the environmental factors, the possibility to design a sustainable program increases. In addition, gamification made it possible to integrate learning into AST, which could motivate schools to devote time and effort to implementing this program.
体育活动有益健康和学习。然而，在工业化国家，高达80%的儿童未达到建议的每日体育活动水平。鼓励儿童使用积极的学校交通方式（AST），有可能增加他们的总体体育活动量。
本文旨在介绍运用干预映射法（IM）开发一种AST干预措施以促进儿童体育活动的过程。
应用IM的原则来指导干预措施的开发。该过程分为三个阶段。首先，进行文献综述并收集利益相关者的经验，以全面了解问题及可能的解决方案。此后，对影响结果的关键环境和行为因素进行分析，这指导了干预措施具体组成部分的选择。最后，制定评估和实施计划。
制定了一项增加儿童AST的结构化计划，该计划由三个后续阶段组成，并对其进行了详细描述。已开展实施工作，且正在对干预措施进行评估。
事实证明，IM是为儿童开发结构化AST干预措施的一种有价值的方法。通过遵循IM过程的步骤可以看出，赋权和游戏化是在学校环境中设计AST干预措施时值得考虑的两条有前景的途径。通过让最终用户参与并纳入控制环境因素的重要主体，如家长和教师，设计可持续计划的可能性会增加。此外，游戏化使得将学习融入AST成为可能，这可能会促使学校投入时间和精力来实施该计划。
