Coach Support Research Articles

A Content Analysis of Mental Health Literacy Education for Sport Coaches

Sport coaches can play an influential role in athletes’ mental health help seeking through purposeful communication, destigmatization of mental health concerns, and supportive relationships. To positively engage in these behaviors, coaches require mental health knowledge (or literacy), positive attitudes about that knowledge, and self-efficacy to use that knowledge. Guided by a multidimensional health literacy framework, we conducted a content analysis of web content and scholarly literature to identify health education programming for coaches that addressed athlete mental health. A purposive sample of Olympic National Governing Bodies, collegiate athletic associations, high school sport associations, youth sport governing bodies, and the scholarly literature were analyzed. We found inconsistent programming regarding a range of mental health disorders, behaviors critical to mental health promotion, and critical components of mental health literacy. Implications and next steps for mental health literacy support for coaches are discussed.

Advice from "pracademics" of how to apply ecological dynamics theory to practice design.

There has been an increase interest in knowing and enacting pedagogical approaches such as the Constraints-led Approach (CLA) and Nonlinear Pedagogy (NLP) which are underpinned by Ecological Dynamics in recent years among practitioners. While there seems to be a perceived uptake of such pedagogical approaches that encourages exploratory learning and the development of individualised movement solutions, there are still concerns on how these pedagogical approaches are enacted on the ground. In this paper, we the authors, as "pracademics", attempted to address some of the common concerns that we are aware of from our regular interactions with academics and practitioners. In brief, we highlighted some of the common challenges related to sense making concepts from Ecological Dynamics and building connections to practice. We stressed the need to invest time to think differently to create representative learning environment, rethink how assessment is to be done, finding a balance between theoretical jargon and practical application as well as intentionally situating coach development and support. We may not have all the answers, but we hope this paper could provide a useful starting point on how to apply Ecological Dynamics Theory to practice design.

The extent of accessibility of microfinance services by SMEs owned by Women

This study sought to establish the extent of accessibility of microfinance services by Women SMEs in Zimbabwe. There is a growing importance and contribution of women-owned Small and Medium enterprises (SMEs) to economies’ in the world to their economic growth and employment creation. However, the majority of SMEs continue to face constraints in their access to resources, and women-owned SMEs are not spared resulting in entrepreneurial gender financing gap. This study’s purpose was to develop a framework for enhancing access to finance from microfinance institutions (MFIs) to women-owned small and medium enterprises (SMEs) in Harare, Zimbabwe. This study was motivated by the inadequacies in the frameworks existing in both developed and developing countries including Zimbabwe, that holistically address enhanced financial access to credit from MFIs by women-owned SMEs. A cross-sectional, mixed method study was employed with both quantitative and qualitative methods being utilised. The collected quantitative data were analysed using factor analysis with the help of Statistical Package for Social Sciences (SPSS version 26) while qualitative data was analysed using thematic analysis with the help of NVivo (version 11). The key findings that comprised the developed framework of enhanced financial access from MFIs by women-owned SMEs revealed that facilitating factors are: women SME support systems, efficient infrastructure, collaborations, and regulated interest rates. On financial access constraints faced by women-owned SMEs, the findings are; women SME’s informality, inadequate infrastructure, MFI’s prohibitive charges, poor financial position, illiteracy, non-sensitised MFI products and services, stereotyping and lack of collateral. Lastly, the appropriate and affordable financial products and services at the women SMEs’ disposal are MFIs’ innovative products and services, sufficiently capitalised MFIs, capacity building, business capital, micro-Insurance, group loans, financial literacy and business start-up coaching, online applications and government support. The study developed a framework that assists MFIs and women-owned SMEs to enhance accessibility to finance between them. The framework informs policy that achieves gender responsiveness, equality and equity for both male and female entrepreneurial financing initiatives for an inclusive and sustainable economic growth and development.Keywords: Microfinance, Accessibility, Microfinance institutions, Women-owned small and medium enterprises, Microfinance products and services

Systematic Review of Job Transition Programs Addressed to Youths With Intellectual Disability

This systematic review aimed to determine what existing job transition programs are evidence-based and methodologically founded. The PRISMA method was used for the review, and the inclusion criteria were to include studies where there were a description of transition programs and functional curriculum for acquiring employment competences; internship experiences in employment context; single-case or group-design studies with youths as participants; and diagnosis of intellectual disability. Forty-six studies were initially selected, and three final articles met all the criteria set for assessing the methodology quality. Although the review results show that more research is needed to provide empirical programs for enhancing the acquisition of employment capabilities, some evidence emerged from the analysis of studies. These concern mainly four aspects: curriculum contents facilitating the development of self-determination and the acquirement of job-related skills, chance to have individualized internships, support of job coaches, and technological solutions and programs anchored in community-based settings.

The Urgency of Now: Rethinking and Improving Assessment Practices in Medical Education Programs.

Assessment is essential to professional development. Assessment provides the information needed to give feedback, support coaching and the creation of individualized learning plans, inform progress decisions, determine appropriate supervision levels, and, most importantly, help ensure patients and families receive high-quality, safe care in the training environment. While the introduction of competency-based medical education has catalyzed advances in assessment, much work remains to be done. First, becoming a physician (or other health professional) is primarily a developmental process, and assessment programs must be designed using a developmental and growth mindset. Second, medical education programs must have integrated programs of assessment that address the interconnected domains of implicit, explicit and structural bias. Third, improving programs of assessment will require a systems-thinking approach. In this paper, the authors first address these overarching issues as key principles that must be embraced so that training programs may optimize assessment to ensure all learners achieve desired medical education outcomes. The authors then explore specific needs in assessment and provide suggestions to improve assessment practices. This paper is by no means inclusive of all medical education assessment challenges or possible solutions. However, there is a wealth of current assessment research and practice that medical education programs can use to improve educational outcomes and help reduce the harmful effects of bias. The authors' goal is to help improve and guide innovation in assessment by catalyzing further conversations.

Description of the nationally implemented National Health Service digital diabetes prevention programme and rationale for its development: mixed methods study

BackgroundThe National Health Service (NHS) Digital Diabetes Prevention Programme (DDPP) is a behaviour change programme for adults in England who are at high risk of developing type 2 diabetes. Four independent providers deliver the NHS-DDPP following a competitive tendering process. Although providers work to a single service specification, there is potential for some variation in the service across providers. This study (1) assesses fidelity of the structural features of the design of the NHS-DDPP compared to the service specification, (2) describes the structural features of delivery of the NHS-DDPP as implemented (3) reports developers’ views on how the structural components of the NHS-DDPP were developed and why changes were made following implementation.MethodsUsing mixed methods, we conducted a document review of providers’ NHS-DDPP design and delivery documentation, and extracted information using the Template for Intervention Description and Replication checklist, which was adapted to capture features of digital delivery. Documentation was supplemented by content analysis of interviews with 12 health coaches involved in delivering the NHS-DDPP. Semi-structured interviews were also conducted with 6 programme developers employed by the digital providers.ResultsProvider plans for the NHS-DDPP show relatively high fidelity to the NHS service specification. Despite this, there was wide variation in structural features of delivery of the NHS-DDPP across providers, particularly for delivery of ‘support’ (e.g. use, dose and scheduling of health coaching and/or group support). Interviews with developers of the programmes showed that much of this variation is likely to be attributable to the origin of each provider’s programme, which was usually a pre-existing programme that was adapted to conform to the NHS-DDPP service specification. The NHS-DDPP is continually improved and developed based on user experience feedback and research conducted by the providers.ConclusionIndirect evidence suggests that variation in delivery of support could affect effectiveness of the NHS-DDPP. A priority for future research is ascertaining whether the variation in delivery of the NHS-DDPP across providers is related to any differences in health outcomes. It is recommended that future rounds of commissioning the NHS-DDPP pre-specify the type of support participants should receive, including expected dose and scheduling.

A smartphone application as a personalized treatment tool for adolescents with overweight: an explorative qualitative study

BackgroundThe present study is the first step of a 3-year European project in which a tailored smartphone application will be developed and tested as a potential tool in the personalized treatment of children and adolescents with overweight.MethodsIn this study, 10 focus groups (n = 48 participants) were conducted in Belgium, The Netherlands and France with adolescents with overweight (12–16 years; n = 30) and parents of adolescents with overweight (n = 18) to investigate their perceptions on (un)healthy behavior, the drivers of these behaviors, and the needs of an eHealth application for weight loss. A thorough thematic analysis was performed using Nvivo12.ResultsResults show that adolescents with overweight have a well-articulated perspective on (un)healthy behavior and their needs. Parents underestimate their own influence on the (un)healthy behavior of their children and report difficulties in healthy lifestyle parenting, which makes their role as a coach rather ambiguous. Concerning the needs of an eHealth application, both parents and adolescents formulated some challenging expectations regarding the content and the format including information, a monitoring feature and features that increase participants’ motivation to behave healthy. The results of this analysis will form the basis for designing a personalized eHealth application, which will be tested in a next phase.ConclusionWe can conclude that adolescents have a well-articulated perspective on healthy and unhealthy behavior and their needs, whereby a new app could be of great help. It could function as a day-by-day diary and as a supportive coach.

Factors promoting and hindering sporting success among South African former Olympians from historically disadvantaged areas.

There are various contributing factors to sporting success among elite athletes, including Olympians. The purpose of this paper was to investigate the enablers and/or barriers to sporting success among South African former Olympians from historically disadvantaged areas (HDAs) using the SPLISS framework. This would enable an understanding of the factors that lead to sporting success among athletes from HDAs. A qualitative research design was employed for this study, whereby semi-structured interviews were conducted among 15 former Olympians who represented South Africa between the 1992 and 2016 Olympic Games. The ATLAS.ti (version 22) software tool was used to analyse the data. The study found that athletes from HDAs attributed their sporting success to the functional competition structure, sports access at community level, access to scholarships and bursaries to elite schools/universities, good coaching support and mentorship, access to local and international competitions, as well as community and peer athlete support. The highest barriers reported by athletes were inadequate financial support, a dysfunctional school sport system, lack of sports facilities, equipment and transport system, poor post-career and scientific support. Elite athletes from HDAs need consistent financial support, school/foundation level sport access, quality sports facilities, equipment, and reliable transport to training and competitions, post-career, as well as scientific support to achieve their full potential and attain international sporting success.

Investigating the Sketchplan: A Novel Way of Identifying Tactical Behavior in Massive Soccer Datasets.

Coaches and analysts prepare for upcoming matches by identifying common patterns in the positioning and movement of the competing teams in specific situations. Existing approaches in this domain typically rely on manual video analysis and formation discussion using whiteboards; or expert systems that rely on state-of-the-art video and trajectory visualization techniques and advanced user interaction. We bridge the gap between these approaches by contributing a light-weight, simplified interaction and visualization system, which we conceptualized in an iterative design study with the coaching team of a European first league soccer team. Our approach is walk-up usable by all domain stakeholders, and at the same time, can leverage advanced data retrieval and analysis techniques: a virtual magnetic tactic-board. Users place and move digital magnets on a virtual tactic-board, and these interactions get translated to spatio-temporal queries, used to retrieve relevant situations from massive team movement data. Despite such seemingly imprecise query input, our approach is highly usable, supports quick user exploration, and retrieval of relevant results via query relaxation. Appropriate simplified result visualization supports in-depth analyses to explore team behavior, such as formation detection, movement analysis, and what-if analysis. We evaluated our approach with several experts from European first league soccer clubs. The results show that our approach makes the complex analytical processes needed for the identification of tactical behavior directly accessible to domain experts for the first time, demonstrating our support of coaches in preparation for future encounters.

Evaluating the Feasibility, Acceptability, and Engagement of an mHealth Physical Activity Intervention for Adults With Spinal Cord Injury Who Walk: A Randomized Controlled Trial.

The purpose of this study was to test a partnered, self-determination theory-informed mobile health intervention called SCI Step Together, using an 8-week randomized controlled trial design. The aim of SCI Step Together is to increase the quantity and quality of physical activity (PA) among adults with spinal cord injury (SCI) who walk. The SCI Step Together program provides PA modules and PA self-monitoring tools and facilitates peer and health coach support. Process, resource, management, and scientific feasibility were assessed, and participants completed questionnaires at baseline, mid-, and postintervention to assess determinants and outcomes of PA. Interviews were conducted to evaluate acceptability. Results suggest that the program demonstrated good feasibility, acceptability, and engagement. The intervention group (n = 11) had greater fulfillment of basic psychological needs and knowledge (p = .05) than the control group (n = 9). There were no significant interaction effects for other outcomes. The SCI Step Together program is feasible and acceptable and efficacious for improving some psychosocial variables. Results may inform SCI mobile health programs.

Sport Commitment in Student-athletes : Examining the Role of Perceived Autonomy Support, a Caring Climate, and Basic Psychological Needs

PURPOSE For student-athletes to be able to successfully dedicate themselves to training and competition, the following key factors play an important role: The coach, team climate, and individual motivational characteristics. To test this hypothesis, the structural relationships between having a perceived autonomy support, a caring climate, basic psychological needs, and sport commitment were analyzed. METHODS Participants were 297 high school athletes registered with the Korea Olympic Committee (203 males, 94 females, M<sub>age</sub> =17.88 years). Data were collected using sports climate questionnaires for autonomy support, caring climate scale, basic psychological needs scale, and sport commitment measurement. The collected data were analyzed using descriptive statistics, correlation analysis, and structural equation modeling.RESULTS The model’s fitness was indicated by x<sup>2</sup>/df=2.797 (x<sup>2</sup>=106.288, df=38), CFI=.977, TLI=.967, RMSEA=.078 (90% CI=.061, .096). Examining the various path coefficients revealed that coach autonomy support had a positive effect on the athlete’s caring climate, basic psychological needs, and sport commitment. The caring climate had a significant effect on basic psychological needs, but did not have a statistically significant effect on sport commitment. Finally, basic psychological needs had a positive effect on sport commitment. CONCLUSIONS Coach autonomy support fosters a caring climate, and athletes who are able to perceive this are able to dedicate themselves to their sport since their basic physiological needs are met. Therefore, coaches should use appropriate coaching strategies to enhance athletes' autonomy and foster a caring climate, as both are essential factors for meeting athletes' psychological needs and promoting sport commitment.

Implementation and Evaluation of an Automated Text Message-Based Diabetes Prevention Program for Adults With Pre-diabetes.

Despite the efficacy of diabetes prevention programs, only an estimated 5% of people with pre-diabetes actually participate. Mobile health (mHealth) holds promise to engage patients with pre-diabetes into lifestyle modification programs by decreasing the referral burden, centralizing remote enrollment, removing the physical requirement of a brick-and-mortar location, lowering operating costs through automation, and reducing time and transportation barriers. Non-randomized implementation study enrolling patients with pre-diabetes from a large health care organization. Patients were exposed to a text message-based program combining live human coaching guidance and support with automated scheduled, interactive, data-driven, and on-demand messages. The primary analysis examined predicted weight outcomes at 6 and 12 months. Secondary outcomes included predicted changes in HbA1c and minutes of exercise at 6 and 12 months. Of the 163 participants included in the primary analysis, participants had a mean predicted weight loss of 5.5% at six months (P < .001) and of 4.3% at 12 months (P < .001). We observed a decrease in predicted HbA1c from 6.1 at baseline to 5.8 at 6 and 12 months (P < .001). Activity minutes were statistically similar from a baseline of 155.5 minutes to 146.0 minutes (P = .567) and 142.1 minutes (P = .522) at 6 and 12 months, respectively, for the overall cohort. In this real-world implementation of the myAgileLife Diabetes Prevention Program among patients with pre-diabetes, we observed significant decreases in weight and HbA1c at 6 and 12 months. mHealth may represent an effective and easily scalable potential solution to deliver impactful diabetes prevention curricula to large numbers of patients.

A demographic and qualitative analysis of the determinants of success in a National Supported Employment project.

People with an intellectual disability and/or autism experience low employment rates compared to the general population. This study shows what the determinants of success are in getting this group of young people into paid employment. The research is based on data collected on 1008 young people, aged 16-25, participating in the Engage to Change project across Wales, to support young people to achieve employment. A real-time data collection system was used from their engagement and throughout their journey to employment. This research indicates an overall employment rate of 23% for the project to date, based on total referral. Young people who engaged in 'significant work experience', such as paid placement or supported internship, had a greater employment rate of 37%. Previous and current real work experiences increased the chances of young people of becoming employed, above the effect of supported employment and job coach support.

The TACS Model: Understanding Primary School Teachers’ Adoption of Computer Science Pedagogical Content

Context. With the introduction of Computer Science (CS) into curricula worldwide, teachers’ adoption of CS pedagogical content is essential to ensure the long-term success of reform initiatives. Continuing Professional Development (CPD) programs play a key role in this process. Unfortunately, adoption is seldom evaluated in CS-CPDs or CPDs in general. The result is a dearth of studies (i) modelling teachers’ adoption of CS pedagogical content or (ii) investigating factors influencing the uptake of this new discipline. Both aspects are crucial to design and characterize successful CPD programs. Objectives . We thus propose the Teachers’ Adoption of CS (TACS) model to investigate factors influencing the adoption of CS pedagogical content by teachers who are following a mandatory CS-CPD program. More specifically, the model proposes that contextual factors (e.g., age, gender, and general teaching experience), prior factors (e.g., experience, and CS perception), and acceptance factors (e.g., interest, and self-efficacy) may impact teachers’ adoption of CS pedagogical content. Methods. The study included 180 grades 5 and 6 teachers (students aged 9–11) that were following a mandatory CS-CPD program. The CS-CPD program involved participation in three-day-long sessions distributed over the 2019–2020 academic year. In between sessions, with the support of instructional coaches in the schools, teachers were encouraged, but not required, to adopt the CS pedagogical content. Therefore, during the CPD, and employing surveys based on the TACS model, we evaluated teachers’ adoption of the proposed content and investigated how the different factors influenced it. Results. At the PD-level, the results indicate that self-efficacy and interest queried during the CS-CPD are indicative of CS pedagogical content adoption. To shed more light on the relationship between these metrics, a more in-depth analysis was conducted with n = 92 teachers whose responses could be matched between sessions. While interest relates to how teachers adopt CS pedagogical content overall, both interest and self-efficacy are necessary to ensure the likelihood of a specific activity being adopted. Finally, individual teacher characteristics appear to impact adoption, with teachers with low experience with Information and Communication Technologies (ICT) requiring onboarding, while middle-aged teachers require convincing to adopt CS pedagogical content. Conclusion. Three takeaways emerge from the study. First, the analyses confirm the foundation of the TACS model. Second, the findings establish the key role that interest plays in said model. Finally, the results support the relationship between the contextual, prior and acceptance factors on the adoption of primary school CS pedagogical content.

Perception of Supportive and Thwarting Coaching Behaviors Among Physically Active Male Adults

The purpose of this study, which was conducted with a sample of healthy adult males, was to reveal how adults of different ages perceive a coach’s interpersonal behavior during sports. The study results showed the perception of interpersonal behavior among coaches and physically active men, influenced by their ages. Support and thwarting behaviors analysis of older individuals rated perceived coach support with higher scores. Younger men experienced more control and pressure during training.

The Impact of Digital Coaching Intervention for Improving Healthy Ageing Dimensions among Older Adults during Their Transition from Work to Retirement.

Retirement is a critical step in older adults' lives, so it is important to motivate them to stay physically active, mentally healthy, and socially connected in the transition from work to retirement, including through digital health coaching programs. This study aims to: evaluate the impact of a digital coaching intervention to enhance three healthy ageing dimensions, i.e., physical activity, mental well-being, and socialization of a group of adults near retirement; understand the users' experience; and identify the system strengths and weaknesses. This longitudinal mixed-methods study, carried out in 2021 in Italy and the Netherlands, enrolled 62 individuals. In the first 5 weeks of the trial, participants used a digital coach with the support of human coaches, and then they continued autonomously for another 5 weeks. The use of the digital coach improved the participants' physical activity, mental well-being and self-efficacy during the first period and only the physical activity in the second. An effective coaching system should be flexible and attractive. High levels of personalization remain the golden key to aligning the health program to the physical, cognitive and social status of the intended target, thus increasing the user-system interaction, usability, and acceptability, as well as enhancing adherence to the intervention.

The role of the designated prescribing supervisor: an evaluation

Aim To understand the experience of non-medical prescribers undertaking the role of designated prescribing supervisor with students on the non-medical prescribing course for the first time. Methods Questionnaire completed by 34 designated prescribing supervisors, followed by semi-structured interviews with 10 designated prescribing supervisors. Findings There were four themes identified from the data. These were: knowledge and experience prior to undertaking the designated prescribing supervisor role; how the role of designated prescribing supervisor was enacted in practice; interactions and engagements necessary to support the designated prescribing supervisor and underpin students' professional development; and the way in which the designated prescribing supervisor role supports personal growth. Conclusion Designated prescribing supervisors in this evaluation described their role as consisting of coaching, advice and pastoral support. The supervision which they provided tended to be unscheduled and informal. Designated prescribing supervisors valued the support they received from the University and their Employer. Undertaking the role of designated prescribing supervisors was described as beneficial to their continuing professional development, it enhanced job satisfaction and provided a greater sense of self-worth.

Exploring rugby coaches perception and implementation of performance analytics.

Professional coaches commonly rely on performance analysis and metrics to help make decisions regarding their practices, selection and tactics. However, few studies to date have explored coaches' perspectives of performance analysts successful integration into the high-performance environment. The aim of this study was to investigate coaches' philosophies surrounding performance analysis and how they perceived analysts could support and implement these approaches into coaching practices and match preparation. Semi-structured interviews were conducted with five professional elite level Rugby Union coaches to investigate their perceptions of performance analysis, and the contribution of performance analysts to the high-performance environment. Results revealed three main dimensions, including the role, purpose, and desired attributes of a performance analyst. Firstly, the role of the analyst was described in terms of being an information specialist, who collects, filters, and delivers information to stakeholders, and a generalist, who helps coaches utilise technology. Secondly, the purpose of the analyst was described in terms of providing both accountability and support for coaches and players. Finally, the attributes needed of an analyst included the ability to form a close relationship with coaches, communicate complex information in meaningful ways, and who was proactive, innovative, and creative when tasked with delivering information. The findings highlighted the crucial roles, purposes, and attributes of a performance analyst within high-performance Rugby Union identified by coaches and the importance of the coach-analyst relationship to support these dimensions.

Generalization of Psychosocial Skills to Life Skills in Collegiate Athletes

This study investigated how needs-supportive and needs-thwarting coaching behaviors, basic need satisfaction (BNS), and basic need frustration (BNF) are positively or negatively related to collegiate athletes' generalization of psychosocial skills in competitive sports. Japanese collegiate athletes (N = 228, Mage = 19.7 years) completed the measures to assess the study variables. Structural equation modeling for the hypothesized models of associations among the variables showed that needs-supportive coaching behavior positively influenced BNS, which, in turn, positively affected the generalization of all 10 psychosocial skills in competitive sports. Moreover, needs-thwarting coaching behavior had a positive influence on BNF, which, in turn, negatively affected the following skills: generalization of stress management, appreciating others, communication, and maintaining etiquette and manners. These findings highlight that coaches and life skills educational supporters should display needs-supportive behaviors that help to improve participants' BNS and promote generalization of the psychosocial skills for life skills development through competitive sports. Furthermore, they should prevent needs-thwarting behaviors that frustrate their basic needs in competitive sports.

Evaluation of a technology-enhanced, integrated community health and wellness program for seniors (HWePS): protocol of a non-randomized comparison trial

BackgroundHealthy aging for all in the community is a shared public health agenda for countries with aging populations, but there is a lack of empirical evidence on community-wide preventive models that promote the health of older people residing in socially-disadvantaged communities. The Health and Wellness Program for Seniors (HWePS) is a technology-enhanced, multi-level, integrated health equity intervention model. This study evaluates the effect of the HWePS on the health and well-being of older adults residing in urban, low-income communities. Methods/designHWePS is a prospective, non-randomized comparison trial conducted in an intervention and a control neighborhood (dong) in Seoul, South Korea, over 12 months. Older people who reside in the small areas and meet the inclusion/exclusion criteria are eligible to participate. The multi-level, multi-faceted HWePS intervention is a preventive community care model for older residents guided by the expanded chronic care model, the comprehensive health literacy intervention model, and the Systems for Person-centered Elder Care model along with health equity frameworks. HWePS consists of four components: a health literacy intervention based on individual and community needs assessments, personalized (self-)care management featuring nurse coaching and peer support, a healthy-living and healthy-aging community initiative, and information and communication technology (ICT) systems. The primary outcomes are self-reported health and health-related quality of life. Outcome assessors and data analysts are blinded to group assignment. Process evaluation will be also conducted.DiscussionAs a multi-level health equity project, HWePS has adopted a novel study design that simultaneously targets individual- and community-level factors known to contribute to health inequality in later life in the community. The study will provide insights into the effectiveness and implementation process of an integrated, multi-level, preventive community care model, which in turn can help improve the health outcomes of older residents and reduce disparities in underserved urban communities.Trial registrationISRCTN29103760. Registered 2 September 2021, https://www.isrctn.com/ISRCTN29103760