Intervention Construct Validity of Planning to Be Active among Adolescents Living in Appalachia

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).

Additional information

Funding

This work was supported by: The Eunice Kennedy Shriver National Institute of Child Health and Human Development [Award Number R01HD080866).