Evidence map›Paper›PMID 39187858›Full record

ArticleThe international journal of behavioral nutrition and physical activity2024

Development and evaluation of the Capability, Opportunity, and Motivation to deliver Physical Activity in School Scale (COM-PASS).

A Verdonschot, M R Beauchamp, T A Brusseau, M J M Chinapaw, L B Christiansen, A Daly-Smith, N Eather, S J Fairclough, G Faulkner, L Foweather and 32 more

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Article in The international journal of behavioral nutrition and physical activity, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers.

0numbers the graph read from it
0cells of the map it votes in
3citing papers in PubMed
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

3 citing papers in PubMed.

  1. Trial
  2. Article
  3. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

42 authors.

A VerdonschotCentre for Active Living and Learning, School of Education, University of Newcastle, Newcastle, Australia.
M R BeauchampSchool of Kinesiology, University of British Columbia, Vancouver, British Columbia, Canada.
T A BrusseauDepartment of Health and Kinesiology, University of Utah, Salt Lake City, USA.
M J M ChinapawDepartment of Public and Occupational Health, Amsterdam UMC, Location Vrije Universiteit Amsterdam, Amsterdam Public Health Research Institute, Amsterdam, The Netherlands.
L B ChristiansenActive Living, Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Odense M, Denmark.
A Daly-SmithFaculty of Health Studies, University of Bradford, Bradford, UK.
N EatherCentre for Active Living and Learning, School of Education, University of Newcastle, Newcastle, Australia.
S J FaircloughSport, Physical Activity, Health, & Wellbeing Research Group, and Department of Sport & Physical Activity, Edge Hill University, Ormskirk, UK.
G FaulknerSchool of Kinesiology, University of British Columbia, Vancouver, British Columbia, Canada.
L FoweatherPhysical Activity Exchange, Research Institute of Sport and Exercise Sciences, Liverpool John Moores University, Liverpool, UK.
A García-HermosoNavarrabiomed, Hospital Universitario de Navarra, Universidad Pública de Navarra, IdiSNA, Pamplona, Navarra, Spain.
A S HaDepartment of Sports Science and Physical Education, Faculty of Education, The Chinese University of Hong Kong, Hong Kong SAR, China.
N HarrisHuman Potential Centre, Auckland University of Technology, Auckland, New Zealand.
T JaakkolaFaculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, Finland.
R JagoPopulation Health Sciences, Bristol Medical School, University of Bristol, Bristol, UK.
S G KennedySchool of Health Sciences, Western Sydney University, Kingswood, New South Wales, Australia.
N J LanderInstitute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences, Faculty of Health, Deakin University, Geelong, Victoria, Australia.
C LonsdaleInstitute for Positive Psychology and Education, Australian Catholic University, North Sydney, New South Wales, Australia.
Y ManiosDepartment of Nutrition and Dietetics, School of Health Science and Education, Harokopio University, Athens, Greece.
E MazzoliInstitute for Physical Activity and Nutrition (IPAN), School of Exercise and Nutrition Sciences, Faculty of Health, Deakin University, Geelong, Victoria, Australia.
E MurtaghDepartment of Physical Education and Sport Sciences, University of Limerick, Limerick, Ireland.
N NathanHunter New England Population Health, Hunter New England Local Health District, Wallsend, New South Wales, Australia.
P J NaylorSchool of Exercise Science, Physical and Health Education, University of Victoria, Victoria, British Columbia, Canada.
M NoetelSchool of Psychology, The University of Queensland, Brisbane, Queensland, Australia.
B O'KeeffeDepartment of Physical Education and Sport Sciences, University of Limerick, Limerick, Ireland.
G K ResalandCentre for Physically Active Learning, Faculty of Education, Arts and Sports, Western Norway University of Applied Sciences, Sogndal, Norway.
N D RidgersAlliance for Exercise, Nutrition and Activity (ARENA), Allied Health and Human Performance, University of South Australia, Adelaide, South Australia, Australia.
K RidleyCollege of Education, Psychology and Social Work, Flinders University, Adelaide, South Australia, Australia.
N RileyCentre for Active Living and Learning, School of Education, University of Newcastle, Newcastle, Australia.
R R RosenkranzDepartment of Kinesiology and Nutrition Sciences, University of Nevada, Las Vegas, Las Vegas, Nevada, USA.
S K RosenkranzDepartment of Kinesiology and Nutrition Sciences, University of Nevada, Las Vegas, Las Vegas, Nevada, USA.
A SääkslahtiFaculty of Sport and Health Sciences, University of Jyväskylä, Jyväskylä, Finland.
S M SczygiolDepartment of Neuromotor Behaviour and Exercise, University of Münster, Münster, Germany.
T SkovgaardActive Living, Department of Sports Science and Clinical Biomechanics, University of Southern Denmark, Odense M, Denmark.
E M F van SluijsMRC Epidemiology Unit, University of Cambridge, Cambridge, UK.
J J SmithCentre for Active Living and Learning, School of Education, University of Newcastle, Newcastle, Australia.
M SmithSchool of Nursing, University of Auckland, Auckland, New Zealand.
G StrattonApplied Sport Technology Exercise and Medicine Research Centre, Faculty Science and Engineering, Swansea University, Wales, UK.
J Vidal-ContiPhysical Activity and Sport Sciences Research Group (GICAFE), University of the Balearic Islands, Palma, Spain.
C A WebsterDepartment of Kinesiology, Texas A and M University - Corpus Christi, Corpus Christi, Texas, USA.
E S YoungFaculty of Health Studies, University of Bradford, Bradford, UK.
D R LubansCentre for Active Living and Learning, School of Education, University of Newcastle, Newcastle, Australia. david.lubans@newcastle.edu.au.ORCID 0000-0002-0204-8257

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundTeachers are recognized as 'key agents' for the delivery of physical activity programs and policies in schools. The aim of our study was to develop and evaluate a tool to assess teachers' capability, opportunity, and motivation to deliver school-based physical activity interventions.

methodsThe development and evaluation of the Capability, Opportunity, and Motivation to deliver Physical Activity in School Scale (COM-PASS) involved three phases. In Phase 1, we invited academic experts to participate in a Delphi study to rate, provide recommendations, and achieve consensus on questionnaire items that were based on the Capability, Opportunity, and Motivation Behavior (COM-B) model. Each item was ranked on the degree to which it matched the content of the COM-B model, using a 5-point scale ranging from '1 = Poor match' to '5 = Excellent match'. In Phase 2, we interviewed primary and secondary school teachers using a 'think-aloud' approach to assess their understanding of the items. In Phase 3, teachers (n = 196) completed the COM-PASS to assess structural validity using confirmatory factor analysis (CFA).

resultsThirty-eight academic experts from 14 countries completed three rounds of the Delphi study. In the first round, items had an average rating score of 4.04, in the second round 4.51, and in the third (final) round 4.78. The final tool included 14 items, which related to the six constructs of the COM-B model: physical capability, psychological capability, physical opportunity, social opportunity, reflective motivation, and automatic motivation. In Phase 2, ten teachers shared their interpretation of COM-PASS via a 20-min interview, which resulted in minor changes. In Phase 3, CFA of the 3-factor model (i.e., capability, opportunity, and motivation) revealed an adequate fit to the data (χ

conclusionCOM-PASS is a valid and reliable tool for assessing teachers' capability, opportunity, and motivation to deliver physical activity interventions in schools. Further studies examining additional psychometric properties of the COM-PASS are warranted.

Indexed as

Delphi TechniqueExerciseMotivationSchoolsSchool TeachersAdultFactor Analysis, StatisticalFemaleHealth BehaviorHealth PromotionHumansMaleMiddle AgedReproducibility of ResultsSchool Health ServicesSurveys and QuestionnairesImplementationPhysical activityPrimary and secondary schoolsScale

Identifiers

PMID39187858
PMCPMC11346190

What OpenQuestion holds

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LicenceCC BY
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Registered trials

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Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.