The systematic identification of content and delivery style of an exercise intervention. Issue 5 (3rd May 2016)

• Record Type: Journal Article
• Authors: Beck, Fay E.; Gillison, Fiona B.; Koseva, Miroslava D.; Standage, Martyn; Brodrick, Jessica L.; Graham, Claire; Young, Hollie
• Is Part Of: Psychology & health. Volume 31:Issue 5(2016)
• Page Start: 605
• Page End: 621
• Publication Date: 2016-05-03
• Subjects: exercise referral -- evaluation -- behaviour change taxonomies -- observational study -- physical activity; Clinical health psychology -- Periodicals; Attitude to Health -- Periodicals; Public Opinion -- Periodicals; Psychology -- Periodicals; 150
• DOI: 10.1080/08870446.2015.1132718
• Languages: English
• ISSNs: 0887-0446

Abstract

Abstract : Objective: This study explored the utility of using behaviour change taxonomies and checklists to systematically assess the content and delivery of behavioural support for physical activity delivered through an established exercise-referral scheme. Design: An observation study was conducted whereby 22% of initial consultations were observed and audio-recorded, using quota sampling stratified by exercise-referral advisor. Main outcome measures: Content was independently coded by two researchers, to assess; (i) completeness in delivering the programme protocol, (ii) behaviour change techniques delivered (defined using the CALO-RE taxonomy) and (iii) delivery style according to the Behaviour Change Counselling Index (BECCI). Results: Protocol completeness was 63.6% (range 35.6–74.6%). The behaviour change techniques delivered most consistently were 'providing information about where and when to perform the behavior' (86%) and 'setting outcome goals' (82%). Other evidence-based techniques such as self-monitoring were infrequently observed. Variation in BECCI scores indicated that advisors could, but did not consistently, provide a client-centred service. Conclusion: This study highlights how theoretically informed taxonomies can be useful in evaluating service delivery within applied practice, providing a meaningful way of assessing the completeness of protocol delivery relative to evidence. The provision of feedback to practitioners based on such objective criteria also facilitated positive academic-practitioner communication.