ABSTRACT
Background
Intervention construct validity procedures test the efficacy of a program to impact on targeted theory constructs.
Purpose
To examine the intervention construct validity of the Planning to be Active (PBA) and Mentored Planning to be Active (MPBA) programs on high school youth residing in Appalachia.
Methods
Twenty high schools in Appalachia were randomly assigned to either the teacher lead PBA program or the peer mentor led MPBA program. All participants (n = 633) completed a set of valid and reliable instruments assessing SCT variables: social support for exercise friends, social support for exercise family, self-efficacy for exercise and the self-regulation skills (behavioral goal setting, exercise self-monitoring, building social support, overcoming barriers, and self-reward).
Results
PBA and MPBA are effective approaches to increasing social support, self-efficacy for exercise and increasing the use of self-regulation skills to increase physical activity. The results identify constructs that were not improved suggesting areas for curriculum refinement.
Discussion
PBA and MPBA have established construct validity. Intervention construct validity methods identified program strengths and weaknesses.
Translation to Health Education Practice
Intervention construct validity is an evidence-based approach to program improvement. Intervention construct validity establishes a foundation for testing theory impact on health behaviors.
Disclosure statement
No potential conflict of interest was reported by the author(s).