MCHbest. NPM 8: Physical Activity
Strategy. Mass Communication Strategies Combined with Other Efforts
Approach. Use mass media strategies (e.g., posters, flyers, websites) in conjunction with other strategies to promote physical activity.
Overview. Mass communication strategies have shown to be effective in increasing physical activity in children and adolescents when used in conjunction with other strategies.1
Evidence. Mixed Evidence. Mass communication strategies such as posters, flyers, information booklets, websites, maps, and media campaigns has shown to be effective in increasing levels of physical activity when combined with other interventions. This strategy has been tested more than once and results trend positive overall in the majority of studies. Access the peer-reviewed evidence through the MCH Digital Library. Access additional peer-reviewed evidence through the Cochrane Library. (Read more about understanding evidence ratings).
Target Audience. Community.
Outcome. Increased level of physical activity. For detailed outcomes related to each study supporting this strategy, click on the peer-reviewed evidence link above and read the "Intervention Results" for each study.
Examples from the Field. There are currently 3 ESMs across all states/jurisdictions that use this strategy directly or intervention components that align with this strategy. Access descriptions of these ESMs through the MCH Digital Library. You can use these ESMs to see how other Title V agencies are addressing the NPM.
Sample ESMs. Using the approach “Use mass media strategies (e.g., posters, flyers, websites) in conjunction with other strategies to promote physical activity,” here are sample ESMs you can use as a model for your own measures using the Results-Based Accountability framework (for suggestions on how to develop programs to support this strategy, see The Role of Title V in Adapting Strategies):
Note. ESMs become stronger as they move from measuring quantity to measuring quality (moving from Quadrants 1 and 3, respectively, to Quadrants 2 and 4) and from measuring effort to measuring effect (moving from Quadrants 1 and 2, respectively, to Quadrants 3 and 4).
1 Lau, P. W., Lau, E. Y., Wong, D. P., & Ransdell, L. (2011). A systematic review of information and communication technology–based interventions for promoting physical activity behavior change in children and adolescents. Journal of Medical Internet Research, 13(3), e48.