Motor skills intervention: conceptual and operational model and the determination of fidelity indexes

Abstract

ABSTRACT Introduction: Determining intervention fidelity measures is a crucial methodologic requirement of any sound intervention; however, fidelity must be implemented within the intervention’s conceptual and operation models. The objectives of this manuscript were two-fold: (1) to provide an overview of the conceptual and operational model adopted to systematically design interventions and assess fidelity over the past 20 years and (2) to report the fidelity data of these motor skills interventions implemented by PE teachers enrolled in master and doctoral studies. Methodology: The first phase of the study included a 20-hour seminar with the research team to establish the intervention’s theoretical foundation and the expected outcomes. In the second phase, we implemented the model’s operational specification regarding the experimental conditions, teachers’ training, ecological validity, and determination of the reliability indexes. In the third phase, we identified the fidelity measures, including the program’s specificity, quality of delivery, adherence, exposure, and engagement across several phases to enhance fidelity. The results of the fidelity measures are described using information from 21 previous intervention studies that adopted the Mastery Motivational Climate conceptual model and the TARGET framework. Findings and Discussion: The climate specificity was achieved after 60 h of training that included lessons on the theoretical features of the intervention. This training enhanced the quality of self-reports (91%–93%) and external reports (88%–100%) in terms of adherence to the TARGET structures. This training also supported the teacher’s ability to follow the lesson plan 91% of the time. For ratters’ training, optimum intra- and inter-ratters’ reliability indexes were achieved after 30 h of training (80%–100% agreement). Across interventions, attendance was satisfactory (70%–90%), and dropout was low (15%). The teaching experience was related to the children’s attendance in the program (85%–96%). The field log showed that teachers were thoughtful about children’s attendance, engagement, and behaviors. Regarding children’s exposure, improvements in motor and psychosocial parameters were observed across interventions regardless of the length; more robust improvements were observed in the interventions that lasted 12 weeks or more. Concerning dose–response, the time the children had to practice and improve motor skills ranged from 30 min to 300 min, depending on the skill; children's success within the tasks increased over the intervention period (from 20% to 80%). The parents’ surveys revealed that children’s engagement in active playing at home increased and screen time decreased. Conclusions: The conceptual and operational models were essential to identify the core components of the intervention. Systematic teacher training was essential for the fidelity of the mastery climates interventions. Several fidelity measures (program specificity, quality of the delivery, adherence, exposure, and participant engagement) were critical to the implementation and success of the motor skill interventions. High reliability and fidelity scores were achieved and were highly correlated to the outcomes across interventions. The framework and model presented in this paper will allow for future replication studies.