Knowledge translation has emerged as an important area of research activity to enhance the fit between research-based knowledge and its application in policy and practice ( Greenhalgh & Wieringa, 2011 ). National competitive research funding schemes increasingly demand that applicants demonstrate
Hebe Schaillée, Ramón Spaaij, Ruth Jeanes, and Marc Theeboom
Fernando Santos, Marta Ferreira, and Nicholas L. Holt
and difficulties accessing knowledge dissemination forums ( Holt, Pankow, Tamminen, et al., 2018 ). Knowledge translation appears to be an important solution to the research–practice gap problem ( Australian Research Council, 2018 ; Canadian Institutes of Health Research, 2013 ; Graham et al., 2006
Daniel J. Weeks
This paper, presented as the C. Lynn Vendien International Lecture given at the National Academy of Kinesiology, September 2011, provides context around the concept of accountability, the roles of the Academy, and knowledge translation as the basis for a framework for continued development of the National Academy of Kinesiology. The intent is to use the concepts presented in this paper as a catalyst for further discussion on opportunities for the Academy to serve the field of kinesiology as a knowledge broker and champion in addressing matters of important societal importance. Disability is used as an example of one such immediate opportunity.
Kathleen A. Martin Ginis
Over the past decade, researchers have faced increasing pressure to bridge the gap between the generation of new knowledge and the translation of that knowledge into applications and products that can benefit society. SCI Action Canada is an example of a community-university partnership approach to bridging the research generation-knowledge translation gap. It is an alliance of 30 community-based organizations and university-based researchers working together to increase physical activity participation among people living with a spinal cord injury (SCI). This paper provides an overview of activities undertaken by SCI Action Canada, presented within the framework of key principles of effective knowledge translation. Recommendations are made for the cultivation of successful community-university partnerships to develop, evaluate, and implement physical activity innovations.
Eva A. Jaarsma, Damian Haslett, and Brett Smith
understand how people are connected within a communication network, and exchange knowledge and information about PA, is by utilizing knowledge translation (KT). The KT is the process of translating research findings into practical information that is delivered in a format appropriate for those who can make
Mark Dottori, Guy Faulkner, Ryan Rhodes, Norm O’Reilly, Leigh Vanderloo, and Gashaw Abeza
organization that endeavors to make physical activity a vital part of everyday life of Canadians ( ParticipACTION, 2018 ). The Report Card is one of ParticipACTION’s signature knowledge-translation initiatives, and it synthesizes data from multiple sources to assign evidence-informed grades (A–F) across
William R. Falcão, Gordon A. Bloom, and Andrew Bennie
The purpose of this study was to develop and deliver a humanistic coaching workshop, as well as investigate coaches’ perceptions of this workshop and their experiences using humanistic coaching. Participants were 12 coaches of grade 7–11 basketball teams from schools in low socioeconomic communities in a major Canadian city. Data were collected using semistructured interviews and personal journals. An inductive thematic analysis revealed coaches perceived the workshop to be effective in teaching the humanistic principles and how to apply them in youth sport settings. The perceived strengths of the workshop included the group discussions, use of videos, practical coaching examples, and learning about the findings from empirical studies. The participants applied the humanistic principles with their teams by asking questions that guided athlete learning and by requesting feedback about various individual and team matters. Despite facing challenges such as increased time and effort to implement humanistic coaching principles, the participants reported positive outcomes in their athletes related to autonomy, communication, motivation, and willingness to help teammates. These results are discussed using literature on youth sport coaching, knowledge translation, and youth development through sport. Findings from this study can be used to enhance youth sport coach training protocols.
María del Pilar Rodriguez Martinez, Karla I. Galaviz, Edtna Jauregui Ulloa, Ines Gonzalez-Casanova, and Juan Ricardo Lopez y Taylor
The Mexican Report Card on Physical Activity in children and youth was first developed in 2012 as a tool aimed at informing policy and practice. The objective of this paper is to update the Report Card to reflect the current situation in Mexico.
A literature search was conducted in Spanish and English using major databases, and complemented with government documents and national health surveys. Information on the 9 indicators outlined in the Global Matrix of Report Card Grades was extracted. Experts from Mexico and Canada met to discuss and assign a grade on each indicator.
The physical activity indicator was assigned a C+, which was higher than in the previous report card. Sedentary behavior was assigned a D, which was lower than the previous report card. Organized Sports and Active Transportation, which were not graded in the previous report card, were assigned grades of D and B-, respectively. Government and Built Environment were assigned grades of C and F, respectively. Family and Peers and Active Play were not graded (INC).
Levels of PA and sedentary behaviors among Mexican children and youth were below the respective recommended references. The implementation and effectiveness of current government strategies need to be determined. The Mexican Report Card is a promising knowledge translation tool that can serve to inform policies and programs related to physical activity.
Christoph Szedlak, Matthew J. Smith, Bettina Callary, and Melissa C. Day
Knowledge translation process is about bridging the gap between what is known from research, knowledge synthesis, and the successful implementation of this knowledge by the practitioner ( Canadian Institutes of Health Research, 2013 ). Thus, knowledge translation aims to close the ‘know-do’ gap
Soultana Macridis, Christine Cameron, Jean-Philippe Chaput, Tala Chulak-Bozzer, Patricia Clark, Margie H. Davenport, Guy Faulkner, Jonathon Fowles, Lucie Lévesque, Michelle M. Porter, Ryan E. Rhodes, Robert Ross, Elaine Shelton, John C. Spence, Leigh M. Vanderloo, and Nora Johnston
which adults live, work, and recreate. 17 , 18 To foster a better understanding of these multiple levels of influence on physical activity across the population, and to track the impact of interventions, campaigns, and policy initiatives, knowledge translation activities are needed. Knowledge