Table 8 Breakdown of specific intervention characteristics as identified in studies included in the literature review by Mabweazara et al. [12]
Study | Specific physical activity behaviours targeted by intervention | Educational component and its focus | Intervention function/s | Policy category | Mode of delivery | Tailoring | Exercise tracking and monitoring |
|---|---|---|---|---|---|---|---|
Albright et al. [43] | Teaching participants to accumulate 30 min of moderate-intensity PA e.g. walking 5 days a week. | Used eight 1-h weekly behavioural skill-building classes to inform and motivate women to become more physically active. | Education | Guidelines Service provision | Mailing Phone | Curriculum for the education component was designed to be culturally sensitive for the Latina population. | Pedometers PA self-monitoring logs |
Dutton et al. [44] | Taking the stairs; promoting walking; gardening; dancing | Not specified or N/A | Enablement | Service provision | Mailing Phone | Development of individualised goals; Intervention materials were tailored for each participant; recommendations were tailored to the individual’s current activity levels, activity preferences and capabilities. | N/A |
Emmons et al. [47] | Not specified or N/A | Taught participants on the social meanings of PA; social support | Enablement | Service provision | Mailing Phone | Intervention takes into account elements of the social context in which participants live. | N/A |
Hovell et al. [48] | Not specified or N/A | Included exercise education; proper foot wear; hydration; proper posture; proper attire; importance of warm-up/cool down; exercise safety; injury prevention; treatment of minor injuries; heart-healthy diet and exercise health benefits. | Education Training | Service provision | Face-to-face | Exercise education was culturally appropriate for low-literacy Latinas. Intervention took into consideration participants’ personal concerns. | Heart rate monitors |
Keyserling et al. [46] | Chair exercises | Taught problem solving skills; social support; lifestyle behaviour change strategies | Training Education Enablement | Service provision | Mailing Phone Face-to-face | Development of an individualised action plan. | Pedometer |
Lowther et al. [49] | Not specified or N/A | Not specified or N/A | Enablement | Service provision | Face-to-face | Not specified or N/A | Not specified or N/A |
Marcus et al. [50] | Not specified or N/A | Tip sheets on selected topics e.g. stretching; measuring heart rate | Education Enablement | Service provision | Mailing | Individually tailored feedback reports. The intervention addressed PA barriers identified by Latinas in focus group discussions. | Pedometers PA logs |
Pekmezi et al. [51] | Not specified or N/A | Not specified or N/A | Enablement | Service provision | Mailing | PA manuals were matched to participant’s current level of motivational readiness and participants were given individually tailored feedback. | Pedometers PA logs |
Pekmezi et al. [45] | Walking | Not specified or N/A | Enablement | Service provision | Mailing Phone | Personalised letters sent to participants; Messages tailored to the participant’s motivational readiness. | N/A |
Webel et al. [52] | Was dependent on the outcome of participant’s small self-designed experiments to improve health | Taught systems thinking; self-monitoring and goal setting; lifestyle routines; systems improvement strategies and social support; PA and self-experiments; patterns of exercise, types of fitness and testing small experiments; sleep; mental wellness behaviours; personal time; relapse prevention | Education Enablement | Service provision | Face-to-face | Included challenges specifically faced by PLWH. Individual participants determined and evaluated their own behaviour change. The intervention was culturally adapted. | Diaries of daily activities |
Whitehead et al. [53] | Not specified or N/A | Not specified or N/A | Enablement | Service provision | Mailing | Used individually tailored letters | N/A |