Purpose

To change behaviour, researchers and practitioners are increasingly using video to recruit for studies and implement interventions. While video production can be both art and science, this presentation aims to outline the science: what top level evidence can researchers use to inform their multimedia design?

Method

The first author conducted a rapid review of reviews, searching for meta-analyses of multimedia learning principles. These reviews were qualitatively synthesised, with pooled effect sizes and their moderators as the primary outcomes.

Results 

Video appears to be an excellent media for teaching at scale: the multimedia effect demonstrates moderate effect sizes (d = 0.5) when using both visual and auditory information. This effect is bigger when graphics are used on screen, and words spoken, as opposed to the other way around (modality effect; d = .72). Video works best when key information is presented in the same time and place on screen (spatial and temporal contiguity; d = .7). Videos are more effective at teaching with conversational language (personalization principle; d = .4) with some repetition on screen (redundancy principle; d = .29). They are also more effective when key points are highlighted visually (signalling principle; d = 0.43) and when irrelevant points are omitted (coherence principle; d = 0.3).

Conclusions

As video becomes less of a novelty, researchers can direct more attention to crafting videos that motivate their audience and teach them at scale. This presentation will finish with demonstrations including concrete examples of implementing the findings above. I will discuss the implementation of video in projects like 'Internet-based Professional Learning to help teachers support Activity in Youth' (iPLAY), iPLAY for Inclusion (for children with intellectual disability),  Thinking While Moving—English, and Internet delivered Teacher professional learning to Enhance student ACHievement (iTEACH). These examples will be used to help researchers implement the concrete strategies in their own practice.

Purpose: To facilitate the adoption and implementation of evidence-based practices and programs designed to increase physical activity among children, improving the access that adult “group place leaders” have to high-quality training, coaching, and capacity-building is crucial. Video-based leader training offers a potentially cost-effective, sustainable, scalable method to help maximize the adoption, implementation, and dissemination of evidence-based interventions that build the capacity of leaders to provide health-promoting environments and experiences to the children that they serve.

Methods: Drawing on the lessons learned within the Girl Scouts Wellness Project in Kansas and Wellscapes Project in Nebraska, this study describes the evolution of video-based intervention efforts to engage group place leaders from community settings such as scouting, schools, after-school programs, youth sports, and clubs. A series of low-cost, theory-based, scripted and tailored videos, recorded via smartphone, were initially developed, eventually replaced by well-produced videos applying theory and market segmentation.

Results: Early intervention efforts faced barriers such as leaders’ access to videos, uncertainty about storage and transmission, and limited technical expertise of research staff. Overcoming such difficulties, our Girl Scouts Wellness project videos improved psychosocial determinants of implementing health-promoting practices. More recent Girl Scouts Wellness efforts have improved leader access, file storage, and have benefited from both theory-based scripting and professional-grade videography. The Wellscapes Project has demonstrated innovation through a three-stage multi-pass model, including videos that: 1) apply theory-based persuasion principles to promote intervention adoption; 2) target leaders of non-active settings, helping them to learn to insert a time block for physical activity; and 3) target leaders who offer active opportunities to learn quality improvement for their physical activity time blocks.

Conclusions: There is ample promise for improving leaders’ access to high-quality training, coaching, and capacity-building from the process of developing and using videos to promote children’s physical activity, but there are numerous technological challenges and human factors that must be considered. Our experiences from these community projects provide key lessons for others considering the use of video resources to promote physical activity.

Purpose
The aim of this study was to assess the fidelity, feasibility and acceptability of a teacher-facilitated intervention involving high intensity activity breaks (HIABs) for senior school students.

Methods
Senior school students (N = 670 participants) and their teachers (N = 45) from 20 schools in New South Wales, Australia were recruited and randomized to the Burn 2 Learn (B2L) intervention or a wait list control group. Teachers allocated to the intervention group were provided with training, resources and support to facilitate the delivery of at least two HIABs/week during lesson-time for two school terms. The integrated professional learning approach included video resources, group discussion, planning and practical activities. Using the video resources, teachers were required to provide a presentation to their school staff focused on the B2L program and cognitive and mental health benefits. They were also required to deliver an interactive student seminar focused on similar content using video resources and distribute two short B2L videos to students’ parents using their preferred distribution method. Fidelity was assessed using the SAAFE observation checklist and teacher session logs. Feasibility and acceptability were determined using teacher and student process evaluation questionnaires.

Results
Based on three SAAFE observations per teacher in the B2L group, intervention fidelity was good and improved over time. On average, teachers reported delivering 1.9 HIABs/week. The majority of teachers (90%) ‘Agreed’ or ‘Strongly agreed’ that the video resources were well designed. Similarly, 77% of teachers ‘Agreed’ or ‘Strongly agreed’ that the program was easy to implement in their school. The majority of students (65%) rated the video resources as ‘Good’ or ‘Excellent’. A smaller number of students (55%) ‘Agreed’ or ‘Strongly agreed’ that the workshop and video resources motivated them to participate. Only 3% of students reported that their parents/care givers watched the B2L videos.

Conclusions

In general, the intervention was delivered with a high degree of fidelity. The combination of video resources, group discussion and practical activities was well received by teachers and students. However, additional strategies are needed to extend the reach of video resources to parents of senior schools students.