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Strengthen the Evidence for Maternal and Child Health Programs

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Evidence Tools
MCHbest. Physical Activity.

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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

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Overview. Mass communication strategies have been shown to be effective in increasing physical activity in children and adolescents when used in conjunction with other physical activity strategies.[1] Mass communication strategies can include posters, flyers, information booklets, websites, maps, media campaigns, emails, text messages, and social media posts.

Evidence. Mixed Evidence. Strategies based on mixed/limited evidence have produced varied results and their effectiveness is dependent on specific contexts and settings. Use pilot testing and monitoring to determine if these strategies achieve desired impact in local communities.

Access the peer-reviewed evidence through the MCH Digital Library or related evidence source.

Potential Data Sources. Data to support this strategy can be accessed through:

  • Community partner reporting on campaign dissemination and support
  • Survey of target population
  • Community event participation data

Outcome Components. This strategy has shown to have impact on the following outcomes (Read more about these categories):

  • Health and Health Behaviors/Behavior Change. This strategy improves individuals' physical and mental health and their adoption of healthy behaviors (e.g., healthy eating, physical activity).
  • Environmental Health. This strategy improves the impact of physical, chemical, and biological factors in the environment on health.
  • Utilization. This strategy improves the extent to which individuals and communities use available healthcare services.

Detailed Outcomes. For specific outcomes related to each study supporting this strategy, access the peer-reviewed evidence and read the Intervention Results for each study.

Intervention Type. Health Teaching (Education and Promotion) (Read more about intervention types and levels as defined by the Public Health Intervention Wheel).

Intervention Level. Community-Focused

Examples from the Field. Access descriptions of ESMs that use this strategy or aligned components.

Sample ESMs. Here are sample ESMs to use as models for your own measures using the RBA framework (see The Role of Title V in Adapting Strategies).

Quadrant 1:
Measuring Quantity of Effort (“What/how much did we do?”)

  • Number of mass communication materials (e.g., posters, flyers, website pages) developed and disseminated to promote physical activity among different populations. (Measures the volume and reach of the mass media intervention)
  • Number of other physical activity promotion strategies (e.g., programs, policies, environments) implemented in conjunction with mass communication efforts. (Quantifies the multi-component nature of the intervention)

Quadrant 2:
Measuring Quality of Effort (“How well did we do it?”)

  • Percent of mass communication materials that are evidence-based, relevant, and tailored to the needs and preferences of the focus population. (Assesses the quality and appropriateness of the messaging)
  • Percent of other physical activity promotion efforts that are cross-promoted and reinforced through mass communication messaging. (Measures the integration and synergy of the multi-component strategy)

Quadrant 3:
Measuring Quantity of Effect (“Is anyone better off?”)

  • Number of mass communication campaigns for initiatives that are sustained and repeated over time to reinforce physical activity messaging. (Assesses the duration and consistency of the communication intervention)
  • Number of policies or systems changes (e.g., school wellness policies, transportation plans) that integrate and institutionalize physical activity mass communication strategies. (Measures the embedding of communication into broader community structures)
  • Number of communities that demonstrate sustained increases in youth physical activity levels and reductions in sedentary behavior over time, in conjunction with mass communication efforts. (Measures the long-term, population-level impact of the intervention)
  • Number of successful community-level physical activity initiatives for achievements showcased and celebrated through mass communication channels. (Assesses the use of communication to reinforce and normalize active living)

Quadrant 4:
Measuring Quality of Effect (“How are they better off?”)

  • Percent of mass communication materials and messages that are developed and disseminated to reach a variety of community populations. (Measures the reach of the communication approach)
  • Percent of mass communication efforts that prioritize reaching and engaging youth populations facing challenges to physical activity participation. (Assesses the focus on health outcomes and reducing gaps in physical activity access and participation)
  • Percent reduction in gaps in physical activity levels and sedentary behavior between different groups sharing key characteristics exposed to mass communication interventions. (Measures the impact on advancing reach and access)
  • Percent of community members across all neighborhoods and populations who perceive physical activity as a valued and relevant community norm, as reinforced by mass communication messages. (Shows the universal reach and resonance of the communication in promoting active living for all)

Note. When looking at your ESMs, SPMs, or other strategies:

  1. Move from measuring quantity to quality.
  2. Move from measuring effort to effect.
  3. Quadrant 1 strategies should be used sparingly, when no other data exists.
  4. The most effective measurement combines strategies in all levels, with most in Quadrants 2 and 4.

Learn More. Read how to create stronger ESMs and how to measure ESM impact more meaningfully through Results-Based Accountability.

References

1 Ross, A., Edmeade, J., & Prochnow, T. (2021). Effectiveness of Disseminating School Physical Activity Information on Facebook during a Pandemic: A Mixed-Method Analysis. The Journal of school health, 91(11), 959–966.

This project is supported by the Health Resources and Services Administration (HRSA) of the U.S. Department of Health and Human Services (HHS) under grant number U02MC31613, MCH Advanced Education Policy, $3.5 M. This information or content and conclusions are those of the author and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS or the U.S. Government.