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Using formative research to develop CHANGE!: a curriculum-based physical activity promoting intervention / Kelly Mackintosh; Zoe R Knowles; Nicola D Ridgers; Stuart J Fairclough
BMC Public Health, Volume: 11, Issue: 1, Start page: 831
Swansea University Author: Kelly, Mackintosh
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© 2011 Mackintosh et al; licensee BioMed Central Ltd. This is an Open Access article distributed under the terms of the Creative Commons Attribution License http://creativecommons.org/licenses/by/2.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.Download (1.09MB)
Using formative research to develop CHANGE!: a curriculum-based physical activity promoting intervention
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ADDED JANUARY 2013. This paper adopts a novel approach to analysing qualitative data, which presents findings in a manner that is accessible to researchers who have an affinity with both quantitative and qualitative backgrounds. Building on previous research, this formative study sought to elicit subjective views of children, their parents and teachers, in order to triangulate and inform the design of a curriculum-based physical activity promoting intervention. Methodological rigour was demonstrated using ‘trustworthiness criteria’ and co-operative triangulation. This study builds on the need identified by several authors to develop a comprehensive understanding of children and associated significant others’ perceived benefits to physical activity, which is afforded by qualitative research, and, more specifically, is deemed imperative in the design of successful interventions.
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