A Review of Fidelity of Implementation in Intervention Research Published in JTPE and RQES

in Journal of Teaching in Physical Education

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Weidong Li The Ohio State University

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Lian Ma Shanghai University of Sport

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Ping Xiang Texas A&M University

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Yan Tang Shanghai University of Sport

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DOI:
https://doi.org/10.1123/jtpe.2020-0178
Keywords:
dosage; experimental studies; participant responsiveness; program adherence; program delivery quality
First Published Online:
09 Jul 2021
In Print:
Volume 40: Issue 4
Page Range:
662–666
Restricted access

Purpose: The purpose of this study was to review and evaluate the quality of fidelity of implementation (FOI) reported in experimental research in physical education pedagogy published in the Research Quarterly for Exercise and Sport and the Journal of Teaching in Physical Education using a five-component conceptual framework. Methods: Thirty-five intervention studies were coded using a five-item FOI checklist with indicators. For each of the five items, frequencies and percentages were calculated. Results: Authors of intervention studies reported components of FOI including (a) 35 studies assessing program adherence, (b) eight studies assessing dosage/program durations, (c) 30 studies assessing program delivery quality, (d) eight studies assessing participant responses to program interventions, and (e) 19 studies assessing program differentiation. The most frequently reported FOI components were program adherence, program delivery quality, and program differentiation. Conclusions: Researchers have begun to realize the critical importance of FOI in intervention research. Most researchers selected certain FOI components to assess and report at their own discretion. Researchers may need to pay more attention to FOI. The five-component conceptual framework is one method for doing this assessment.

Li is with the Department of Human Sciences, College of Education & Human Ecology, The Ohio State University, Columbus, OH, USA. Ma and Tang are with the Shanghai University of Sport, Shanghai, China. Xiang is with the College of Education and Human Development, Texas A&M University, College Station, TX, USA.

Tang (tybsh2011@126.com) is corresponding author.
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