As corporate community initiatives (CCI) in sport are becoming an important dimension of corporate social responsibility, a key issue is evaluating the quality of the processes by which they are delivered and how they are managed. The purpose of this study was to explore the implementation process of a professional sport team’s CCI using program evaluation theory (Chen, 2005). Interviews were conducted with 42 key stakeholders (team executives, partnership implementers, participants, parents, coaches) from one Major League Baseball team’s CCI to understand critical processes involved in CCI implementation and execution. The findings showed concerns in the quality of program implementation with the: 1) the partnership agreement, 2) the ecological context, 3) protocol and implementation, and 4) target population. We propose an iterative model of program evaluation for use in the sport context. We conclude the paper with recommendations for further research in this area and implications for practitioners.
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Lisa Kihl, Kathy Babiak, and Scott Tainsky
Nikita Rowley, James Steele, Steve Mann, Alfonso Jimenez, and Elizabeth Horton
development saw various programs delivered in an “off the shelf” manner, which was usually replicating former programs, but lacked quality assurance, regulation, and vigorous evaluation. 10 – 12 ERSs are an effort to translate efficacy into effectiveness through a model of implementation, targeting exercise
Lindsay Nettlefold, Samantha M. Gray, Joanie Sims-Gould, and Heather A. McKay
The theme of the 2022 Annual Meeting of the National Academy of Kinesiology, “Translating and Implementing Kinesiology Research into Society,” was timely and of critical importance. Our Active Aging Research Team ( https://activeagingrt.ca/ ) spent the last 2 decades learning how best to apply
Yijian Yang, Kimberley S. van Schooten, Heather A. McKay, Joanie Sims-Gould, Raymond A. Hoang, and Stephen N. Robinovitch
tailored programs ( Gronstedt et al., 2013 ; Littbrand, Lundin‐Olsson, Gustafson, & Rosendahl, 2009 ). Meanwhile, recreational therapy practitioners often face challenges in implementing programs in LTC. In 2016, only 14% of LTC residents in Canada received weekly recreational therapy, and there was a
Romana Brunner, Mario Bizzini, Nicola A. Maffiuletti, and Karin Niedermann
, 10 Only one study showed the effectiveness of a preseason exercise program to prevent adductor muscle strains in professional ice hockey players. Nevertheless there is still a lack of injury prevention research in ice hockey. 9 To successfully implement injury prevention programs it is important to
Rafael A. Alamilla, NiCole R. Keith, Rebecca E. Hasson, Gregory J. Welk, Deborah Riebe, Sara Wilcox, and Russell R. Pate
is the implementation of policies aimed at promoting PA participation. Policy in this context refers to laws, regulations, procedures, administrative actions, or incentives for voluntary practice of governments and other institutions. Policy decisions are frequently reflected in resource allocations
Sofie Koch, Jens Troelsen, Samuel Cassar, and Charlotte Skau Pawlowski
full learning potential in order to counterbalance social backgrounds impacting academic performance and to ensure well-being among all children and adolescents (Ministry of Education). From a PA promotion perspective, a distinctive feature of the school reform was that it became mandatory to implement
Karin A. Pfeiffer, Katherine L. McKee, Cailyn A. Van Camp, and Kimberly A. Clevenger
(e.g., systematic), years and databases searched, characteristics of included studies (e.g., study design, intervention type, setting, and duration), characteristics of the review (e.g., whether effect size was reported, whether implementation was addressed, whether theoretical frameworks were
Tiffany Kloeppel, Pamela Hodges Kulinna, Michalis Stylianou, and Hans van der Mars
This study addressed teachers’ fidelity to one Physical Education curricular model. The theoretical framework guiding this study included professional development and fidelity to curricular models. In this study, teachers’ fidelity to the Dynamic Physical Education (DPE) curricular model was measured for high and nonsupport district groups. Participants were 20 Physical Education teachers. Ten teachers worked in a highly supportive district, while 10 teachers worked in nonsupportive districts. Data were collected using field notes, a DPE observation instrument, and informal interviews. Two themes emerged from the data: (a) district support led to higher teacher fidelity levels to the DPE curriculum, and (b) the teachers from the nonsupport district implemented management procedures differently than the high support district teachers.
Afroditi Stathi and Simon J. Sebire
Background:
Inner-city schools experience substantial difficulties in providing sufficient physical activity opportunities for their pupils. This study evaluated the Y-Active, an outreach physical activity and well-being program delivered in an inner-city primary school in London, UK by a third-sector partner.
Methods:
A process evaluation focusing on perceived effectiveness and implementation issues was conducted using qualitative case-study methodology. Semistructured interviews and focus groups were conducted with Year 5 and Year 6 pupils (N = 17, age range = 9 to 11 years), Y-Active sports leaders (N = 4), the school head teacher, class teachers (N = 2), and the Y-Active administrator. Transcripts were thematically analyzed and multiple informant and analyst triangulation performed.
Results:
The Y-Active leaders created a positive learning environment supporting autonomy, balancing discipline and structure and providing self-referenced feedback, excellence in tuition and a strong focus on fun and praise. Pupils reported improvements in self-confidence and competence, self-discipline and interpersonal relationships. School staff and Y-Active leaders highlighted that their partnership was built on trust, top-down leadership support and open lines of communication between the provider and the school.
Conclusions:
Collaboration between third sector service providers and inner-city schools represents a promising means of increasing children’s physical activity and well-being.
