Matthew 'Tepi' Mclaughlin
Matthew ‘Tepi’ Mclaughlin is a passionate communicator about physical activity - in digestible formats for media and other professionals. Tepi writes opinion pieces for media and provides comment on physical activity related topics, such as walking, cycling, urban design, schools and sport. Examples of Tepi’s media work can be found at: www.solo.to/healthtepi
Tepi is very active on Twitter (@HealthTepi), get in touch for a chat!
Tepi is a final year PhD candidate at the University of Newcastle, based in Perth, Western Australia. Tepi’s PhD focused on the scaling-up of an effective school-based physical activity intervention, ‘Physical Activity 4 Everyone’. This involved scaling-up and evaluating a program that had initially been delivered by a single person to five schools, to a program delivered to 25 schools across four government local health districts, in New South Wales.
Tepi has been involved in the International Society for Physical Activity and Health (ISPAH) for over five years, initially as a member of the Early Career Network, Tepi then became the Chair of the Early Career Network from 2016-2018. In 2018, Tepi switched over to Communications, as the Chair of the Communications Committee.
Supervisors: Luke Wolfenden, Rachel Sutherland, Libby Campbell, and John Wiggers
Phone: +61402448504
Address: 49 Lyall Street, Redcliffe, 6104, Western Australia.
Tepi is very active on Twitter (@HealthTepi), get in touch for a chat!
Tepi is a final year PhD candidate at the University of Newcastle, based in Perth, Western Australia. Tepi’s PhD focused on the scaling-up of an effective school-based physical activity intervention, ‘Physical Activity 4 Everyone’. This involved scaling-up and evaluating a program that had initially been delivered by a single person to five schools, to a program delivered to 25 schools across four government local health districts, in New South Wales.
Tepi has been involved in the International Society for Physical Activity and Health (ISPAH) for over five years, initially as a member of the Early Career Network, Tepi then became the Chair of the Early Career Network from 2016-2018. In 2018, Tepi switched over to Communications, as the Chair of the Communications Committee.
Supervisors: Luke Wolfenden, Rachel Sutherland, Libby Campbell, and John Wiggers
Phone: +61402448504
Address: 49 Lyall Street, Redcliffe, 6104, Western Australia.
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Journal Articles by Matthew 'Tepi' Mclaughlin
inactivity. To facilitate scale-up of an efficacious school-based physical activity program (Physical Activity 4 Everyone [PA4E1]),
provision of implementation support to physical education (PE) teachers was adapted from face-to-face and paper-based delivery
modes to partial delivery via a website. A lack of engagement (usage and subjective experience) with digital delivery modes,
including websites, may in part explain the typical reduction in effectiveness of scaled-up interventions that use digital delivery
modes. A process evaluation focused on the PA4E1 website was undertaken.
Objective: The 2 objectives were to (1) describe the usage of the PA4E1 program website by in-school champions (PE teachers
leading the program within their schools) and PE teachers using quantitative methods; (2) examine the usage, subjective experience,
and usability of the PA4E1 program website from the perspective of in-school champions using mixed methods.
Methods: The first objective used website usage data collected across all users (n=273) throughout the 9 school terms of the
PA4E1 implementation support. The 4 usage measures were sessions, page views, average session duration, and downloads.
Descriptive statistics were calculated and explored across the duration of the 26-month program. The second objective used mixed
methods, triangulating data from the first objective with data from a think-aloud survey and usability test completed by in-school
champions (n=13) at 12 months. Qualitative data were analyzed thematically alongside descriptive statistics from the quantitative
data in a triangulation matrix, generating cross-cutting themes using the “following a thread” approach.
Results: For the first objective, in-school champions averaged 48.0 sessions per user, PE teachers 5.8 sessions. PE teacher
sessions were of longer duration (10.5 vs 7.6 minutes) and included more page views (5.4 vs 3.4). The results from the mixed
methods analysis for the second objective found 9 themes and 2 meta-themes. The first meta-theme indicated that the website
was an acceptable and appropriate delivery mode, and usability of the website was high. The second meta-theme found that the
website content was acceptable and appropriate, and identified specific suggestions for improvement.
Conclusions: Digital health interventions targeting physical activity often experience issues of lack of user engagement. By
contrast, the findings from both the quantitative and mixed methods analyses indicate high usage and overall acceptability and
appropriateness of the PA4E1 website to school teachers. The findings support the value of the website within a multidelivery
mode implementation intervention to support schools to implement physical activity promoting practices. The analysis identified
suggested intervention refinements, which may be adopted for future iterations and further scale-up of the PA4E1 program.
*Methods*: Country-level data collected within the last 10 years using single-item self-report were included. The six-stage methodology: (1) reviewing Global Observatory for Physical Activity! Country Cards; (2–4) country-specific searches of PubMed, the Demographic and Health Survey website and Google; (5) analysing the Eurobarometer 88.4; and (6) country-specific searches for World Health Organization STEPwise reports.
*Results*: A total of 7641 records were identified and screened for eligibility. Sixty-two countries (29%) reported sitting time representing 47% of the global adult population. The majority of data were from high-income (61%) and middle income (29%) countries. The tools used were the International Physical Activity Questionnaire (IPAQ; n = 34), a modified IPAQ (n = 1) or the Global Physical Activity Questionnaire (GPAQ; n = 27). The median of mean daily sitting times was 4.7 (IQR: 3.5–5.1) hours across all countries. Higher-income countries recorded a longer duration of sitting time than lower-income countries (4.9 vs 2.7 h).
*Conclusions*: This study provides an updated collation of countries collecting self-reported sitting time data. The daily sitting time findings should be interpreted cautiously. Current surveillance of sitting time is limited by a lack of coverage. Measures of population sitting time that are valid, feasible and sensitive to change should be embedded within global surveillance systems, to help guide future policy, research and practice.
seven practices. At 12 months significantly more schools in the program group had implemented four of the seven
practices (16/24, 66.7%) than the control group (1/25, 4%) (OR = 33.0[4.15–1556.4], p < 0.001). The program group
implemented on average 3.2 (2.5–3.9) more practices than the control group (p < 0.001, mean 3.9 (SD 1.5) vs 0.7
(1.0)). Fidelity and reach of the implementation support intervention were high (both > 80%).Conclusions: Through the application of multiple implementation support strategies, secondary schools were able
to overcome commonly known barriers to implement evidence based school PA practices. As such practices have
been shown to result in an increase in adolescent PA and improvements in weight status, policy makers and
practitioners responsible for advocating PA in schools should consider this implementation approach more broadly
when working with schools. Follow-up is required to determine whether practice implementation is sustained.
Methods: A search strategy was developed to identify randomized trials assessing the effectiveness of digital TEKT strategies in public health. Any primary research study with a randomized trial design was eligible. Searches for eligible studies were undertaken in multiple electronic bibliographic databases (Medical Literature Analysis and Retrieval System Online [MEDLINE], Excerpta Medica dataBASE [EMBASE], PsycINFO, Cumulative Index to Nursing and Allied Health Literature [CINAHL], and Scopus) and the reference lists of included studies. A hand search of 2 journals (Implementation Science and Journal of Medical Internet Research) and a gray literature search were also conducted. Pairs of independent review authors screened studies, assessed the risk of bias, and extracted data from relevant studies.
Results: Of the 6819 citations screened, 8 eligible randomized trials were included in the review. The studies examined the impact of digital TEKT strategies on health professionals, including nurses, child care health consultants, physiotherapists, primary health care workers, and public health practitioners. Overall, 5 of the interventions were web-training programs. The remaining 3 interventions included simulation games, access to digital resource materials and the use of tailored messaging, and a web-based registry. The findings suggest that digital TEKT interventions may be effective in improving the knowledge of public health professionals, relative to control, and may be as effective as a face-to-face KT approach. The effectiveness of digital TEKT strategies relative to a control or other digital KT interventions on measures of health professional self-efficacy to use evidence to enhance practice behavior or behavioral intention outcomes was mixed. The evidence regarding the effects on changes to health policy or practice following exposure to digital TEKT was mixed. No trials assessed the effects on individual or population-level health outcomes.
Conclusions: This review is the first to synthesize the effectiveness of digital TEKT interventions in a public health setting. Despite its potential, relatively few trials have been undertaken to investigate the impacts of digital TEKT interventions. The findings suggest that although a digital TEKT intervention may improve knowledge, the effects of such interventions on other outcomes are equivocal.
benefiting multiple sectors and contributing to global prosperity. Practices and policies to increase PA levels exist at the
subnational, national, and international levels. In 2018, the World Health Organization launched the first Global Action Plan on
Physical Activity (GAPPA). The GAPPA provides guidance through a framework of effective and feasible policy actions for
increasing PA, and requires engagement and advocacy from a wide spectrum of stakeholders for successful implementation
of the proposed actions. Early career professionals, including researchers, practitioners, and policymakers, can play a major
role with helping “all people being regularly active” by contributing to 4 overarching areas: (1) generation—of evidence,
(2) dissemination—of key messages and evidence, (3) implementation—of the evidence-based actions proposed in the GAPPA,
and (4) contributing to advocacy for robust national action plans on PA. The contribution of early career professionals can be
achieved through 5 pathways: (1) research, (2) workplace/practice, (3) business, (4) policy, and (5) professional and public
opinion. Recommendations of how early career professionals can contribute to the generation, dissemination, and implementation
of the evidence and actions proposed by the GAPPA are provided.
inactivity. To facilitate scale-up of an efficacious school-based physical activity program (Physical Activity 4 Everyone [PA4E1]),
provision of implementation support to physical education (PE) teachers was adapted from face-to-face and paper-based delivery
modes to partial delivery via a website. A lack of engagement (usage and subjective experience) with digital delivery modes,
including websites, may in part explain the typical reduction in effectiveness of scaled-up interventions that use digital delivery
modes. A process evaluation focused on the PA4E1 website was undertaken.
Objective: The 2 objectives were to (1) describe the usage of the PA4E1 program website by in-school champions (PE teachers
leading the program within their schools) and PE teachers using quantitative methods; (2) examine the usage, subjective experience,
and usability of the PA4E1 program website from the perspective of in-school champions using mixed methods.
Methods: The first objective used website usage data collected across all users (n=273) throughout the 9 school terms of the
PA4E1 implementation support. The 4 usage measures were sessions, page views, average session duration, and downloads.
Descriptive statistics were calculated and explored across the duration of the 26-month program. The second objective used mixed
methods, triangulating data from the first objective with data from a think-aloud survey and usability test completed by in-school
champions (n=13) at 12 months. Qualitative data were analyzed thematically alongside descriptive statistics from the quantitative
data in a triangulation matrix, generating cross-cutting themes using the “following a thread” approach.
Results: For the first objective, in-school champions averaged 48.0 sessions per user, PE teachers 5.8 sessions. PE teacher
sessions were of longer duration (10.5 vs 7.6 minutes) and included more page views (5.4 vs 3.4). The results from the mixed
methods analysis for the second objective found 9 themes and 2 meta-themes. The first meta-theme indicated that the website
was an acceptable and appropriate delivery mode, and usability of the website was high. The second meta-theme found that the
website content was acceptable and appropriate, and identified specific suggestions for improvement.
Conclusions: Digital health interventions targeting physical activity often experience issues of lack of user engagement. By
contrast, the findings from both the quantitative and mixed methods analyses indicate high usage and overall acceptability and
appropriateness of the PA4E1 website to school teachers. The findings support the value of the website within a multidelivery
mode implementation intervention to support schools to implement physical activity promoting practices. The analysis identified
suggested intervention refinements, which may be adopted for future iterations and further scale-up of the PA4E1 program.
*Methods*: Country-level data collected within the last 10 years using single-item self-report were included. The six-stage methodology: (1) reviewing Global Observatory for Physical Activity! Country Cards; (2–4) country-specific searches of PubMed, the Demographic and Health Survey website and Google; (5) analysing the Eurobarometer 88.4; and (6) country-specific searches for World Health Organization STEPwise reports.
*Results*: A total of 7641 records were identified and screened for eligibility. Sixty-two countries (29%) reported sitting time representing 47% of the global adult population. The majority of data were from high-income (61%) and middle income (29%) countries. The tools used were the International Physical Activity Questionnaire (IPAQ; n = 34), a modified IPAQ (n = 1) or the Global Physical Activity Questionnaire (GPAQ; n = 27). The median of mean daily sitting times was 4.7 (IQR: 3.5–5.1) hours across all countries. Higher-income countries recorded a longer duration of sitting time than lower-income countries (4.9 vs 2.7 h).
*Conclusions*: This study provides an updated collation of countries collecting self-reported sitting time data. The daily sitting time findings should be interpreted cautiously. Current surveillance of sitting time is limited by a lack of coverage. Measures of population sitting time that are valid, feasible and sensitive to change should be embedded within global surveillance systems, to help guide future policy, research and practice.
seven practices. At 12 months significantly more schools in the program group had implemented four of the seven
practices (16/24, 66.7%) than the control group (1/25, 4%) (OR = 33.0[4.15–1556.4], p < 0.001). The program group
implemented on average 3.2 (2.5–3.9) more practices than the control group (p < 0.001, mean 3.9 (SD 1.5) vs 0.7
(1.0)). Fidelity and reach of the implementation support intervention were high (both > 80%).Conclusions: Through the application of multiple implementation support strategies, secondary schools were able
to overcome commonly known barriers to implement evidence based school PA practices. As such practices have
been shown to result in an increase in adolescent PA and improvements in weight status, policy makers and
practitioners responsible for advocating PA in schools should consider this implementation approach more broadly
when working with schools. Follow-up is required to determine whether practice implementation is sustained.
Methods: A search strategy was developed to identify randomized trials assessing the effectiveness of digital TEKT strategies in public health. Any primary research study with a randomized trial design was eligible. Searches for eligible studies were undertaken in multiple electronic bibliographic databases (Medical Literature Analysis and Retrieval System Online [MEDLINE], Excerpta Medica dataBASE [EMBASE], PsycINFO, Cumulative Index to Nursing and Allied Health Literature [CINAHL], and Scopus) and the reference lists of included studies. A hand search of 2 journals (Implementation Science and Journal of Medical Internet Research) and a gray literature search were also conducted. Pairs of independent review authors screened studies, assessed the risk of bias, and extracted data from relevant studies.
Results: Of the 6819 citations screened, 8 eligible randomized trials were included in the review. The studies examined the impact of digital TEKT strategies on health professionals, including nurses, child care health consultants, physiotherapists, primary health care workers, and public health practitioners. Overall, 5 of the interventions were web-training programs. The remaining 3 interventions included simulation games, access to digital resource materials and the use of tailored messaging, and a web-based registry. The findings suggest that digital TEKT interventions may be effective in improving the knowledge of public health professionals, relative to control, and may be as effective as a face-to-face KT approach. The effectiveness of digital TEKT strategies relative to a control or other digital KT interventions on measures of health professional self-efficacy to use evidence to enhance practice behavior or behavioral intention outcomes was mixed. The evidence regarding the effects on changes to health policy or practice following exposure to digital TEKT was mixed. No trials assessed the effects on individual or population-level health outcomes.
Conclusions: This review is the first to synthesize the effectiveness of digital TEKT interventions in a public health setting. Despite its potential, relatively few trials have been undertaken to investigate the impacts of digital TEKT interventions. The findings suggest that although a digital TEKT intervention may improve knowledge, the effects of such interventions on other outcomes are equivocal.
benefiting multiple sectors and contributing to global prosperity. Practices and policies to increase PA levels exist at the
subnational, national, and international levels. In 2018, the World Health Organization launched the first Global Action Plan on
Physical Activity (GAPPA). The GAPPA provides guidance through a framework of effective and feasible policy actions for
increasing PA, and requires engagement and advocacy from a wide spectrum of stakeholders for successful implementation
of the proposed actions. Early career professionals, including researchers, practitioners, and policymakers, can play a major
role with helping “all people being regularly active” by contributing to 4 overarching areas: (1) generation—of evidence,
(2) dissemination—of key messages and evidence, (3) implementation—of the evidence-based actions proposed in the GAPPA,
and (4) contributing to advocacy for robust national action plans on PA. The contribution of early career professionals can be
achieved through 5 pathways: (1) research, (2) workplace/practice, (3) business, (4) policy, and (5) professional and public
opinion. Recommendations of how early career professionals can contribute to the generation, dissemination, and implementation
of the evidence and actions proposed by the GAPPA are provided.