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Physical Activity Counseling Education: The Use of Theory in Development, Implementation, and Evaluation
Hattie Shu1, Kathleen A Martin Ginis, Kenedy Olsen
1Dr. Shu: Resident physician, University of British Columbia, Vancouver, British Columbia, Canada. Dr. Martin Ginis: Professor, Department of Medicine, Faculty of Medicine, University of British Columbia, Vancouver, British Columbia, Canada; International Collaboration on Repair Discoveries (ICORD), Blusson Spinal Cord Centre (BSCC) University of British Columbia, Vancouver, British Columbia, Canada; School of Health and Exercise Sciences, University of British Columbia, Kelowna, British Columbia, Canada and Centre for Chronic Disease Prevention and Management, University of British Columbia, Kelowna British Columbia, Canada. Ms. Olsen: Research assistant, Department of Medicine, Faculty of Medicine, University of British Columbia, Vancouver, British Columbia, Canada; International Collaboration on Repair Discoveries (ICORD), Blusson Spinal Cord Centre (BSCC) University of British Columbia, Vancouver, British Columbia, Canada; School of Health and Exercise Sciences, University of British Columbia, Kelowna, British Columbia, Canada and Centre for Chronic Disease Prevention and Management, University of British Columbia, Kelowna British Columbia, Canada. Ms. Cao: Research assistant, University of British Columbia, Vancouver, British Columbia, Canada and Arthritis Research Canada, Vancouver, British Columbia, Canada. Ms. Le Cornu Levett: Clinical assistant professor, GF Strong Rehabilitation Centre, Vancouver, British Columbia, Canada. Dr. McBride: Executive director of Spinal Cord Injury, Spinal Cord Injury BC, Vancouver, British Columbia, Canada. Ms. Walden: Associate director of Praxis Spinal Cord Institute, Praxis Spinal Cord Institute, Vancouver, British Columbia, Canada. Ms. Thorson: Peer coach for Spinal Cord Injury, Spinal Cord Injury BC, Vancouver, British Columbia, Canada. Ms. Colistro: Clinical instructor, GF Strong Rehabilitation Centre, Vancouver, British Columbia, Canada. Ms. Plashkes: Physiotherapist, GF Strong Rehabilitation Centre, Vancouver, British Columbia, Canada. Ms. Bass: Physiotherapist, GF Strong Rehabilitation Centre, Vancouver, British Columbia, Canada. Dr. Ma: Assistant professor, University of British Columbia, Vancouver, British Columbia, Canada; International Collaboration on Repair Discoveries (ICORD), Blusson Spinal Cord Centre (BSCC) University of British Columbia, Vancouver, British Columbia, Canada and Arthritis Research Canada, Vancouver, British Columbia, Canada.
Developing a physical activity (PA) counseling education intervention for spinal cord injury (SCI) professionals improved PA counseling behaviors and knowledge. This theory-based approach shows promise for enhancing rehabilitation practices.
Area of Science:
- Rehabilitation Medicine
- Health Behavior Change
- Evidence-Based Practice
Background:
- Physical activity (PA) counseling is crucial for spinal cord injury (SCI) clients post-rehabilitation.
- Engaging practitioners in intervention development can improve adoption of new practices.
- A decline in PA is common after SCI rehabilitation discharge.
Purpose of the Study:
- To describe the theory-based development of a PA counseling education intervention.
- To evaluate the intervention's impact on physiotherapists' and SCI peers' PA counseling behavior and determinants.
- To enhance PA counseling practices for individuals with SCI.
Main Methods:
- The Knowledge to Action (KTA) Framework and quality implementation framework guided intervention development.
- A within-subjects, repeated measures design evaluated intervention effects.
- Surveys based on the theoretical domains framework assessed PA counseling behavior and determinants pre- and post-training (2 and 6 months).
Main Results:
- Significant improvements in PA counseling behaviors were observed from baseline to 2 and 6 months.
- These behavioral gains were supported by significant increases in assessed theoretical domains, excluding intentions.
- The intervention demonstrated medium-large effect sizes on PA counseling behaviors.
Conclusions:
- The KTA and quality implementation frameworks effectively structured practitioner engagement in intervention design.
- Theory-driven educational interventions can successfully enhance PA counseling knowledge and behavior.
- This approach shows promise for improving rehabilitation services for SCI populations.
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