Engaging Community Stakeholders for School-Based Physical Activity Intervention (Implicando a actores de la comunidad para la intervención en materia de actividad física desde la escuela)
Bibliographic record
Abstract
Abstract. Sustainable school-based physical activity intervention is founded on the engaged participation of community individuals and organisational stakeholders who may facilitate or benefit from the intervention actions undertaken. Often in community-based research, intervention ideas are initiated by outside actors. Yet in order to develop and sustain programs successfully, community stakeholders must meaningfully be engaged, take ownership and assume leadership roles. To foster stakeholder engagement, health promotion specialists utilise strategies intended to create a sense of ownership among community stakeholders over the process. In practical terms this means that control over decision-making is actively placed into the hands of the end-users of the action. However, little is understood about how communities take control of the intervention process. Using social network analysis, we focus on a school travel planning project that was initiated from outside the community, and examine the co-evolution of community ownership, influence and decision-making within a multi-stakeholder network over the course of the project. Results show that despite the project’s extra-community origins and its strong initial leadership by a non-community member, new community opinion-leaders emerged as central actors and knowledge leaders within the network over the course of the project’s development. These interim results have implications for how community-academic research and programming partnerships are planned to develop and evaluate health promotion interventions.Resumen. Las intervenciones sostenibles de actividad física en el entorno escolar se basan en la participación comprometida de las personas de la comunidad y las partes interesadas de la organización que pueden facilitar o beneficiarse de las acciones de intervención realizadas. A menudo en la investigación basada en la comunidad, ideas de intervención son iniciadas por agentes externos. Sin embargo, con el fin de desarrollar y mantener con éxito programas, las partes interesadas de la comunidad deben ser implicadas de manera significativa, tomar posesión y asumir roles de liderazgo. Para fomentar la participación de los interesados, los especialistas en promoción de la salud utilizan estrategias destinadas a crear un sentido de pertenencia entre los actores de la comunidad sobre el proceso. En términos prácticos, esto significa que el control sobre la toma de decisiones se coloca de forma activa en las manos de los usuarios finales de la acción. Sin embargo, poco se sabe acerca de cómo las comunidades toman el control del proceso de la intervención. Usando un análisis de redes sociales, nos centramos en un proyecto de planificación de transporte activo a la escuela que se inició desde fuera de la comunidad, y examinamos la evolución conjunta de la apropiación por parte de la comunidad, la influencia y la toma de decisiones dentro de una red de partes múltiples interesadas en el transcurso del proyecto. Los resultados muestran que a pesar de los orígenes extra-comunitarios del proyecto y su fuerte liderazgo inicial por un miembro que no era de la comunidad, los nuevos líderes de opinión de la comunidad surgieron como actores y líderes del conocimiento central dentro de la red a lo largo del desarrollo del proyecto. Estos resultados provisionales tienen implicaciones para la planificación de la investigación y la programación conjuntamente entre agentes comunitarios y universitarios afín de desarrollar y evaluar intervenciones para la promoción de la salud.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.009 | 0.006 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.004 | 0.001 |
| Scholarly communication | 0.002 | 0.002 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.007 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".