Adapting the InPACT Intervention to Enhance Implementation Fidelity and Flexibility.

Area of Science:

• Public Health
• Education
• Kinesiology

Background:

• Classroom-based physical activity interventions require adaptation for feasibility in low-resource settings.
• The Replicating Effective Programs (REP) framework aids in tailoring interventions for successful dissemination.

Purpose of the Study:

• To adapt and evaluate the effectiveness of the Interrupting Prolonged sitting with ACTivity (InPACT) intervention using the REP framework.
• To assess program fidelity of the tailored InPACT intervention in a low-resource elementary school.

Main Methods:

• The Replicating Effective Programs (REP) framework was used to adapt program packaging, teacher training, and technical assistance.
• A 20-week tailored InPACT intervention involved 5x4-minute activity breaks daily in 3rd-6th grade classrooms.
• Intervention fidelity was measured through daily, weekly, and end-of-study self-report questionnaires and direct observation.

Main Results:

• Teachers in 3rd-5th grades successfully implemented the prescribed dose of 5 activity breaks per day.
• Teachers in 6th grade only implemented an average of 2 activity breaks per day.
• Findings suggest the 5x4-minute activity break dose is feasible for 3rd-5th grades in low-resource settings.

Conclusions:

• The tailored InPACT intervention, adapted using the REP framework, demonstrated feasibility for 3rd-5th grades in low-resource elementary schools.
• Adaptations are necessary to improve intervention fidelity for 6th-grade classrooms.