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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. Self-Regulation Intervention

Approach. Use of self-regulation and behavioral interventions in or out-of-school to increase moderate-to-vigorous physical activity during leisure or out-of-school time

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Overview. Self-regulation interventions that focus on the behaviors of students in school and encourage physical activity outside of school or during leisure time may be effective in increasing physical activity levels. An example of a study with positive outcomes used a three-phase approach including goal setting, performance and self-monitoring, and self-regulation through 30 min/week educational sessions.[1]

Evidence. Emerging Evidence. Strategies based on emerging evidence show promise but have not undergone extensive testing. While these approaches demonstrate potential, their effectiveness remains unconfirmed. Prioritize rigorous monitoring to ensure they achieve desired outcomes for all MCH populations.

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:

  • Facilitator/staff observation checklists and fidelity logs
  • Curriculum implementation tracking and session adherence logs
  • Participant engagement and interaction logs

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.

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 self-regulation interventions that adhere to evidence-based guidelines for behavior change techniques. (Assesses alignment with best practices)
  • Number of tailored self-regulation materials developed for various student populations. (Measures effectiveness of relevance)

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

  • Percent of self-regulation sessions that incorporate best practice principles. (Measures adherence to quality standards in communication)
  • Percent of intervention components aligned with national physical activity guidelines for youth. (Assesses alignment with evidence-based approaches)

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

  • Number of physical education teachers and school staff trained in self-regulation techniques. (Shows provider training and capacity building)
  • Number of school wellness policies updated to include self-regulation strategies for physical activity. (Measures integration into existing plans)
  • Number of students using self-regulation skills to increase physical activity during leisure time. (Quantifies behavior change)
  • Number of new physical activity opportunities created in communities as a result of the program. (Measures impact on environmental factors)

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

  • Percent of program resources allocated to schools in areas with high childhood obesity rates. (Measures strategic deployment of resources)
  • Percent of intervention strategies tailored to address challenges faced by different student subgroups. (Assesses focused program design)
  • Percent increase in moderate-to-vigorous physical activity levels among participants, disaggregated by key characteristics. (Directly evaluates behavior change across subgroups)
  • Percent reduction in physical activity gaps between students from families with limited financial resources. (Measures improvements in access and reach)

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 Matthews J, Moran AP, Hall AM. The feasibility of a theory-based self-regulation intervention in schools to increase older adolescents' leisure time physical activity behavior. AIMS Public Health. 2018;5(4):421.

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.