{"id":210,"date":"2017-01-09T21:30:42","date_gmt":"2017-01-09T21:30:42","guid":{"rendered":"http:\/\/nccororgms.wpengine.com\/tools-mruserguides\/?page_id=210"},"modified":"2017-05-26T19:10:00","modified_gmt":"2017-05-26T19:10:00","slug":"case-studies-of-selecting-measures","status":"publish","type":"page","link":"https:\/\/www.nccor.org\/tools-mruserguides\/physical-activity-environment\/case-studies-of-selecting-measures\/","title":{"rendered":"8. Case Studies of Selecting Measures"},"content":{"rendered":"<div id=\"pl-210\"  class=\"panel-layout\" ><div id=\"pg-210-0\"  class=\"panel-grid panel-no-style\" ><div id=\"pgc-210-0-0\"  class=\"panel-grid-cell\" ><div id=\"panel-210-0-0-0\" class=\"so-panel widget widget_text panel-first-child panel-last-child\" data-index=\"0\" ><h3 class=\"widget-title\">Physical Activity Environment<\/h3>\t\t\t<div class=\"textwidget\"><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/www.nccor.org\/tools-mruserguides\/wp-content\/themes\/mcuserguide\/assets\/images\/grey.gif\" data-original=\"\/tools-mruserguides\/wp-content\/uploads\/sites\/2\/2017\/01\/evironment.jpg\" alt=\"\" width=\"434\" height=\"284\" class=\"lazy aligncenter size-full\" \/><noscript><img loading=\"lazy\" decoding=\"async\" src=\"\/tools-mruserguides\/wp-content\/uploads\/sites\/2\/2017\/01\/evironment.jpg\" alt=\"\" width=\"434\" height=\"284\" class=\"aligncenter size-full\" \/><\/noscript>\r\n\r\n&nbsp;\r\n\r\n<p>MEASURES REGISTRY USER GUIDE<\/p>\r\n<p><a href=\"http:\/\/nccororgms.wpengine.com\/tools-mruserguides\/wp-content\/uploads\/sites\/2\/2017\/NCCOR_MR_User_Guide_Physical_Activity-FINAL.pdf\"><b>Download Full PDF <\/b><img loading=\"lazy\" decoding=\"async\" src=\"https:\/\/www.nccor.org\/tools-mruserguides\/wp-content\/themes\/mcuserguide\/assets\/images\/grey.gif\" data-original=\"http:\/\/nccororgms.wpengine.com\/tools-mruserguides\/wp-content\/uploads\/sites\/2\/2016\/11\/pdf.jpg\" alt=\"pdf\" width=\"19\" height=\"20\" class=\"lazy aligncenter wp-image-75\" style=\"display: inline-block;\" \/><noscript><img loading=\"lazy\" decoding=\"async\" src=\"http:\/\/nccororgms.wpengine.com\/tools-mruserguides\/wp-content\/uploads\/sites\/2\/2016\/11\/pdf.jpg\" alt=\"pdf\" width=\"19\" height=\"20\" class=\"aligncenter wp-image-75\" style=\"display: inline-block;\" \/><\/noscript><\/a>\r\n\r\n&nbsp;<\/p>\r\n\r\n<div class=\"wpcmsdev-accordion\">\r\n<div class=\"accordion-item\"><h3 class=\"accordion-item-title\"><a href=\"#accordion-item-1-introduction\"><i class=\"fa fa-plus icon-for-inactive\"><\/i><i class=\"fa fa-minus icon-for-active\"><\/i>1. Introduction<\/a><\/h3><div id=\"accordion-item-1-introduction\" class=\"accordion-item-content\"><p><b><a href=\"\/tools-mruserguides\/physical-activity-environment\/introduction\/#overview\">Overview of the Physical Activity Environment Measures Registry User Guide<\/a><\/b><\/p>\n<p><b><a href=\"\/tools-mruserguides\/physical-activity-environment\/introduction\/#organization\">Organization of this User Guide<\/a><\/b><\/p>\n<\/div><\/div>\r\n\r\n<div class=\"accordion-item\"><h3 class=\"accordion-item-title\"><a href=\"#accordion-item-2-assessing-and-defining-physical-activity-environments\"><i class=\"fa fa-plus icon-for-inactive\"><\/i><i class=\"fa fa-minus icon-for-active\"><\/i>2. Assessing and Defining Physical Activity Environments<\/a><\/h3><div id=\"accordion-item-2-assessing-and-defining-physical-activity-environments\" class=\"accordion-item-content\"><p><b><a href=\"\/tools-mruserguides\/physical-activity-environment\/assessing-and-defining-physical-activity-environments\/#why\">Why Study the Physical Activity Environment?<\/a><\/b><\/p>\n<p><b><a href=\"\/tools-mruserguides\/physical-activity-environment\/assessing-and-defining-physical-activity-environments\/#physical\">Physical Activity Can Be Supported in Diverse Environments<\/a><\/b><\/p>\n<p><b><a href=\"\/tools-mruserguides\/physical-activity-environment\/assessing-and-defining-physical-activity-environments\/#evidence\">Evidence on Environments and Physical Activity<\/a><\/b><\/p>\n<p><b><a href=\"\/tools-mruserguides\/physical-activity-environment\/assessing-and-defining-physical-activity-environments\/#multiple\">Multiple Users Have Multiple Uses for Physical Activity Environment Measures<\/a><\/b><\/p>\n<\/div><\/div>\r\n\r\n<div class=\"accordion-item\"><h3 class=\"accordion-item-title\"><a href=\"#accordion-item-3-key-concepts-in-physical-activity-environment-assessment\"><i class=\"fa fa-plus icon-for-inactive\"><\/i><i class=\"fa fa-minus icon-for-active\"><\/i>3. Key Concepts in Physical Activity Environment Assessment<\/a><\/h3><div id=\"accordion-item-3-key-concepts-in-physical-activity-environment-assessment\" class=\"accordion-item-content\"><p><b><a href=\"\/tools-mruserguides\/physical-activity-environment\/key-concepts-in-physical-activity-environment-assessment\/#levels\">Levels of Built Environment Attributes<\/a><\/b><\/p>\n<p><b><a href=\"\/tools-mruserguides\/physical-activity-environment\/key-concepts-in-physical-activity-environment-assessment\/#methods\">Methods of Environmental Assessment<\/a><\/b><\/p>\n<p><b><a href=\"\/tools-mruserguides\/physical-activity-environment\/key-concepts-in-physical-activity-environment-assessment\/#proximity\">Proximity, Accessibility, and Quality of Environmental Attributes<\/a><\/b><\/p>\n<p><b><a href=\"\/tools-mruserguides\/physical-activity-environment\/key-concepts-in-physical-activity-environment-assessment\/#measurements\">Measurements Using Specific Environments and Physical Activity in Specific Environments<\/a><\/b><\/p>\n<p><b><a href=\"\/tools-mruserguides\/physical-activity-environment\/key-concepts-in-physical-activity-environment-assessment\/#considerations\">Considerations for Youth<\/a><\/b><\/p>\n<\/div><\/div>\r\n\r\n<div class=\"accordion-item\"><h3 class=\"accordion-item-title\"><a href=\"#accordion-item-4-evaluating-existing-measures\"><i class=\"fa fa-plus icon-for-inactive\"><\/i><i class=\"fa fa-minus icon-for-active\"><\/i>4. Evaluating Existing Measures<\/a><\/h3><div id=\"accordion-item-4-evaluating-existing-measures\" class=\"accordion-item-content\"><p><b><a href=\"\/tools-mruserguides\/physical-activity-environment\/evaluating-existing-measures\/#reliability\">Reliability and Validity<\/a><\/b><\/p>\n<p><b><a href=\"\/tools-mruserguides\/physical-activity-environment\/evaluating-existing-measures\/#single\">Single Items, Scales, and Indices<\/a><\/b><\/p>\n<p><b><a href=\"\/tools-mruserguides\/physical-activity-environment\/evaluating-existing-measures\/#other\">Other Measurement Issues<\/a><\/b><\/p>\n<\/div><\/div>\r\n\r\n<div class=\"accordion-item\"><h3 class=\"accordion-item-title\"><a href=\"#accordion-item-5-examples-of-measures-with-reliability-and-or-validity-evidence\"><i class=\"fa fa-plus icon-for-inactive\"><\/i><i class=\"fa fa-minus icon-for-active\"><\/i>5. Examples of Measures with Reliability and\/or Validity Evidence<\/a><\/h3><div id=\"accordion-item-5-examples-of-measures-with-reliability-and-or-validity-evidence\" class=\"accordion-item-content\"><p><b><a href=\"\/tools-mruserguides\/physical-activity-environment\/examples-of-measures-with-reliability-andor-validity-evidence\/#gis\">GIS-based Measures<\/a><\/b><\/p>\n<p><b><a href=\"\/tools-mruserguides\/physical-activity-environment\/examples-of-measures-with-reliability-andor-validity-evidence\/#observational\">Observational Measures<\/a><\/b><\/p>\n<p><b><a href=\"\/tools-mruserguides\/physical-activity-environment\/examples-of-measures-with-reliability-andor-validity-evidence\/#questionnaires\">Questionnaires<\/a><\/b><\/p>\n<p><b><a href=\"\/tools-mruserguides\/physical-activity-environment\/examples-of-measures-with-reliability-andor-validity-evidence\/#assessing\">Assessing Use Of Specific Environments And Physical Activity In Specific Environments<\/a><\/b><\/p>\n<p><b><a href=\"\/tools-mruserguides\/physical-activity-environment\/examples-of-measures-with-reliability-andor-validity-evidence\/#gaps\">Gaps and Limitations of Existing Measures<\/a><\/b><\/p>\n<\/div><\/div>\r\n\r\n<div class=\"accordion-item\"><h3 class=\"accordion-item-title\"><a href=\"#accordion-item-6-selecting-measures\"><i class=\"fa fa-plus icon-for-inactive\"><\/i><i class=\"fa fa-minus icon-for-active\"><\/i>6. Selecting Measures<\/a><\/h3><div id=\"accordion-item-6-selecting-measures\" class=\"accordion-item-content\"><p><b><a href=\"\/tools-mruserguides\/physical-activity-environment\/selecting-measures\/#defining\">Defining Project Purpose<\/a><\/b><\/p>\n<p><b><a href=\"\/tools-mruserguides\/physical-activity-environment\/selecting-measures\/#considerations\">Considerations in Selecting Measures<\/a><\/b><\/p>\n<p><b><a href=\"\/tools-mruserguides\/physical-activity-environment\/selecting-measures\/#reliability\">Reliability and Validity<\/a><\/b><\/p>\n<p><b><a href=\"\/tools-mruserguides\/physical-activity-environment\/selecting-measures\/#suggested\">Suggested Process for Using the Measures Registry<\/a><\/b><\/p>\n<\/div><\/div>\r\n\r\n<div class=\"accordion-item\"><h3 class=\"accordion-item-title\"><a href=\"#accordion-item-7-collecting-and-reporting-data\"><i class=\"fa fa-plus icon-for-inactive\"><\/i><i class=\"fa fa-minus icon-for-active\"><\/i>7. Collecting and Reporting Data<\/a><\/h3><div id=\"accordion-item-7-collecting-and-reporting-data\" class=\"accordion-item-content\"><p><b><a href=\"\/tools-mruserguides\/physical-activity-environment\/collecting-and-reporting-data\/#gis\">GIS-based Measurement Considerations<\/a><\/b><\/p>\n<p><b><a href=\"\/tools-mruserguides\/physical-activity-environment\/collecting-and-reporting-data\/#observation\">Observation Measurement Considerations<\/a><\/b><\/p>\n<p><b><a href=\"\/tools-mruserguides\/physical-activity-environment\/collecting-and-reporting-data\/#statistical\">Statistical Considerations<\/a><\/b><\/p>\n<\/div><\/div>\r\n\r\n<div class=\"accordion-item\"><h3 class=\"accordion-item-title\"><a href=\"#accordion-item-8-case-studies-of-selecting-measures\"><i class=\"fa fa-plus icon-for-inactive\"><\/i><i class=\"fa fa-minus icon-for-active\"><\/i>8. Case Studies of Selecting Measures<\/a><\/h3><div id=\"accordion-item-8-case-studies-of-selecting-measures\" class=\"accordion-item-content\"><p><b><a href=\"\/tools-mruserguides\/physical-activity-environment\/case-studies-of-selecting-measures\/#case1\">Case Study 1: Improving Streetscapes and Parks Around Schools<\/a><\/b><\/p>\n<p><b><a href=\"\/tools-mruserguides\/physical-activity-environment\/case-studies-of-selecting-measures\/#case2\">Case Study 2: Investigating How Multiple Key Environments Explain Children\u2019s Physical Activity<\/a><\/b><\/p>\n<p><b><a href=\"\/tools-mruserguides\/physical-activity-environment\/case-studies-of-selecting-measures\/#case3\">Case Study 3: Evaluating Changes Resulting from Streetscape Neighborhood Renovation Projects<\/a><\/b><\/p>\n<\/div><\/div>\r\n\r\n<div class=\"accordion-item\"><h3 class=\"accordion-item-title\"><a href=\"#accordion-item-9-next-steps-in-physical-activity-environment-assessment\"><i class=\"fa fa-plus icon-for-inactive\"><\/i><i class=\"fa fa-minus icon-for-active\"><\/i>9. Next Steps in Physical Activity Environment Assessment<\/a><\/h3><div id=\"accordion-item-9-next-steps-in-physical-activity-environment-assessment\" class=\"accordion-item-content\"><p><b><a href=\"\/tools-mruserguides\/physical-activity-environment\/next-steps-in-physical-activity-environment-assessment\/\">Next Steps in Physical Activity Environment Assessment<\/a><\/b><\/p>\n<\/div><\/div>\r\n\r\n<div class=\"accordion-item\"><h3 class=\"accordion-item-title\"><a href=\"#accordion-item-10-conclusion\"><i class=\"fa fa-plus icon-for-inactive\"><\/i><i class=\"fa fa-minus icon-for-active\"><\/i>10. Conclusion<\/a><\/h3><div id=\"accordion-item-10-conclusion\" class=\"accordion-item-content\"><p><b><a href=\"\/tools-mruserguides\/physical-activity-environment\/conclusion\/\">Conclusion<\/a><\/b><\/p>\n<\/div><\/div>\r\n\r\n<div class=\"accordion-item\"><h3 class=\"accordion-item-title\"><a href=\"#accordion-item-11-additional-resources-on-physical-activity-environment-measurement\"><i class=\"fa fa-plus icon-for-inactive\"><\/i><i class=\"fa fa-minus icon-for-active\"><\/i>11. Additional Resources on Physical Activity Environment Measurement<\/a><\/h3><div id=\"accordion-item-11-additional-resources-on-physical-activity-environment-measurement\" class=\"accordion-item-content\"><p><b><a href=\"\/tools-mruserguides\/physical-activity-environment\/additional-resources\/\">Additional Resources on Physical Activity Environment Measurement<\/a><\/b><\/p>\n<\/div><\/div>\r\n\r\n<div class=\"accordion-item\"><h3 class=\"accordion-item-title\"><a href=\"#accordion-item-references\"><i class=\"fa fa-plus icon-for-inactive\"><\/i><i class=\"fa fa-minus icon-for-active\"><\/i>References<\/a><\/h3><div id=\"accordion-item-references\" class=\"accordion-item-content\"><p><b><a href=\"\/tools-mruserguides\/physical-activity-environment\/references\/\">References<\/a><\/b><\/p>\n<\/div><\/div>\r\n<\/div><\/div>\n\t\t<\/div><\/div><div id=\"pgc-210-0-1\"  class=\"panel-grid-cell\" ><div id=\"panel-210-0-1-0\" class=\"so-panel widget widget_text panel-first-child\" data-index=\"1\" ><div class=\"print-this panel-widget-style panel-widget-style-for-210-0-1-0\" >\t\t\t<div class=\"textwidget\"><div class='printomatic pom-small ' id='id4511'  data-print_target='.print-this'><\/div>\n<div class=\"wpcmsdev-columns\">\n<div class=\"column column-width-one-fifth\"><div class=\"wpcmsdev-box\">\n<h3 class=\"box-title\">SECTION<\/h3>\n<div class=\"box-content\">\n<h1>8<\/h1>\n<\/div>\n<\/div>\n<\/div>\n<div class=\"column column-width-four-fifths\"><h1>Case Studies of Selecting Measures<\/h1>\n<\/div>\n<\/div>\n\n<p>Three case studies are provided below to walk users through the processing of selecting appropriate measures for their project. The case studies cover a wide range of research and practice project purposes and apply several of the selection considerations covered in <a href=\"http:\/\/nccororgms.wpengine.com\/tools-mruserguides\/physical-activity-environment\/collecting-and-reporting-data\" target=\"_blank\">Section 7<\/a>.<\/p>\n\n<h4 class=\"body-heading\" id=\"case1\">Case Study 1: Improving Streetscapes and Parks Around Schools<\/h4>\n\n<h6>Background<\/h6>\n<p>A local bicycle and pedestrian advocacy organization is working with the city planning department to improve environments around schools to support active living. The organization plans to apply for grant funding to support specific environmental improvements and would like the improvement targets to be identified through a community needs assessment. Their goal is to identify specific locations and types of improvements for which to seek funding.<\/p>\n\n<h6>Considerations<\/h6>\n<p>The organization is interested in environmental attributes that would be feasible to modify during the two-year grant period. They do not have much influence over home, school, and other building environments, but they have some influence over neighborhood and park environment modifications through their partnership with the city planning and parks departments.<\/p>\n<p>The organization also wants to assess neighborhood and park environments, but not to use GIS-based measures because community design attributes available in GIS are at the macro-level and not easily changed (e.g., residential density and land use mix). The organization considers using self-reports but ultimately rejects that idea because (1) they do not have expertise in community surveys, and (2) audit tools are more specific with regard to identifying areas and attributes to target for improvement. Thus, both streetscapes and park audit tools appear to be well-suited for this project. Because the organization wishes to involve community members in the project, they need brief tools that will require little training, pinpoint modifiable features in need of improvement, and produce simple results metrics that can be easily communicated to the grant funder.<\/p>\n\n<h6>Measure Selection<\/h6>\n<p>In looking for a streetscape tool, the organization selects the Measures Registry filter options \u201cPhysical Activity Environment\u201d and \u201cEnvironmental Observation,\u201d and types \u201cstreet\u201d into the search field. Approximately 15 results are shown. Some results are immediately ruled out for various reasons (e.g., Google Street View tool, rural tool, senior tool). About 10 tools are compared using the \u201cCompare\u201d check box. The organization narrows the results to the tools that have the instrument available in the Registry, approximately five tools. Based on the content desired, the organization considers the Active Neighborhood Checklist,<sup>145<\/sup> Microscale Audit of Pedestrian Streetscapes-Mini (MAPS-Mini),<sup>81,85<\/sup> Pedestrian Environmental Quality Index (PEQI),<sup>146<\/sup> and Systematic Pedestrian and Cycling Environment Scan (SPACES).<sup>82<\/sup> PEQI is ruled out because little evidence for reliability and validity is available. SPACES is ruled out because it is too lengthy.<\/p>\n<p>The organization uses the same search parameters to identify park audit tools, and \u201cpark\u201d is typed into the search box. About 15 results are provided but some are immediately ruled out because they are not exclusively focused on parks and thus lack the detail the organization desires. Using the \u201cCompare\u201d check box, the organization narrows the candidates to the Bedimo-Rung Assessment Tool,<sup>147<\/sup> Environmental Assessment of Public Recreation Spaces (EAPRS),<sup>57<\/sup> Physical Activity Resource Assessment (PARA)<sup>91<\/sup> and Community Park Audit Tool (CPAT).<sup>90<\/sup> PARA is ruled out because it lacks the level of detail desired.<\/p>\n<p>For the streetscape audit tool, the organization selects the Active Neighborhood Checklist because it is brief, includes a codebook and training materials, has been previously used by practitioners, and has evidence of reliability and validity.<sup>145<\/sup> They strategically select street blocks to audit near elementary schools to represent points of pedestrian access to each school. The CPAT park audit tool is selected because of its previous use by practitioners and evidence of reliability and validity. However, CPAT includes 140 items, and the organization is concerned about resources and time burden. Thus, they select a subset of items based on community input and published evidence of reliability and validity of the subscales.<\/p>\n\n<h4 class=\"body-heading\" id=\"case2\">Case Study 2: Investigating How Multiple Key Environments Explain Children\u2019s Physical Activity<\/h4>\n\n<h6>Background<\/h6>\n<p>A project team is planning a large multi-region study to better understand how the transportation and recreation physical activity of children ages 6 to 10 years is related to the supportiveness of the various environments the children encounter on a regular basis.<\/p>\n\n<h6>Considerations<\/h6>\n<p>The project team would like to assess several of the key environments where children spend their time. Based on previous studies, the team identifies the home, school, and neighborhood as key environments to include in their study.<\/p>\n<p>Because of the large sample size needed and desire to cover multiple environments, the team needs to identify measures that do not pose a high data collection burden or cost. Although streetscape audit tools would inform this project, the team ultimately decides not to use audit tools because of the large amount of time required to travel to participants\u2019 neighborhoods and collect audit data (though observations using Google Street View would be an option in this circumstance). <\/p>\n<p>For community design and transportation system measures, the project team considers GIS-based measures, given their relative ease in large samples, but they make sure to investigate the availability and comparability of GIS databases across the regions being considered for the study. For home, school, and streetscape environment measures, the team prefers proxy-report (e.g., parent report) when available because audits would be too costly, and the children are viewed as being too young to use self-report. Because this is a novel project, the team desires comprehensive measures with strong evidence of reliability and validity.<\/p>\n\n<h6>Measures Selection<\/h6>\n<p>The team searches the Measures Registry by selecting the filter options \u201cPhysical Activity Environment\u201d and \u201cGIS.\u201d Age category is not selected because of the relevance of GIS variables across age groups. Rather than using the \u201cCompare\u201d check box, the team views each of the approximately 25 results individually. Measures without evidence of construct validity, as indicated in the \u201cValidity\u201d tab, are ruled out. The remaining results are reviewed and examined for consensus (i.e., GIS variables that appear across multiple results).<\/p>\n<p>More than 75 results are displayed when the team selects the \u201cPhysical Activity Environment\u201d and \u201cQuestionnaire\u201d check boxes, and type in \u201cneighborhood.\u201d Results that have the instrument attached and that appear to meet their criteria based on title are compared using the \u201cCompare\u201d check box. Those without evidence of reliability and validity are ruled out. As the results narrow, the team views the tools for their comprehensiveness and frequency of use. Some of the candidate measures are entered into a scientific literature search engine to estimate frequency of use.<\/p>\n<p>The team searches for home environment report tools using the search term \u201cHome\u201d and selecting the \u201cQuestionnaire\u201d check box. In reviewing the approximately 50 results, only those with a link to the instrument are considered, and the project team has difficulty identifying physical environment tools that are specific to the home setting (most are related to the home neighborhood or parenting behaviors). Two potential candidates are identified and reviewed for more detail: the Healthy Home Survey<sup>95<\/sup> and Perceived Environment Survey on Safety, Aesthetics and Physical Activity.<sup>111<\/sup> The same process is used to search for school physical environment report tools, with similar difficulties. Many of the search results are for school neighborhoods, child care facilities, or school policies\/practices, or lack a link to the instrument. The team expands their search to include observational audits. Very few candidates are identified from the Registry, suggesting a lack of assessment tools in this area.<\/p>\n<p>The project team selects GIS-based residential density, land use mix, street connectivity, and park access for assessing community design and transportation system factors because of their consistent use in various publications in the Measures Registry and their associations with children\u2019s physical activity in previous studies. They consider GIS-based composite measures\/indices, such as the walkability index by Frank et al.,<sup>43<\/sup> and choose the Cervero and Kockelman index<sup>74<\/sup> because of its level of detail and comprehensiveness, compared to the Frank index, which comprises only four variables.<\/p>\n<p>The parent report Neighborhood Environment Walkability Survey (NEWS)<sup>66<\/sup> is selected because it covers features not available through GIS, such as sidewalk attributes and aesthetics, and has evidence of reliability and validity in relation to youth physical activity. The parent report tool developed by Hume et al.<sup>111<\/sup> is selected as the home environment report tool because of its strong measurement properties and previous use in research. The school environment audit tool developed by Jones et al.<sup>58<\/sup> is selected as the school environment report tool because of its level of detail, but it is first tested in a subsample to investigate its reliability and validity when completed by trained school key informants rather than using in-person audits.<\/p>\n\n<h4 class=\"body-heading\" id=\"case3\">Case Study 3: Evaluating Changes Resulting from Streetscape Neighborhood Renovation Projects<\/h4>\n\n<h6>Background<\/h6>\n<p>A redevelopment grant is awarded to a city with special emphasis on pedestrian-oriented renovation projects through the city\u2019s main urban corridor. A project team would like to evaluate the extent to which the grant results in improvements in streetscape features known in previous studies to be associated with physical activity.<\/p>\n\n<h6>Considerations<\/h6>\n<p>The team chooses a pre-post design so that environmental changes can be captured across the one-year project. Because the renovation projects are focused on streetscape features, the team narrows in on streetscape report and audit tools. Although community member perceptions are important, audit tools are desirable because they provide a higher level of specificity than report tools. The constructs assessed need to have shown consistent relationships with physical activity in previous studies, so construct validity is especially important. The tool needs to be sensitive to change, particularly the changes being targeted by the renovation projects. Although most environmental assessment tools have not been evaluated for whether they can capture changes over short periods of time (e.g., one-year), the level of specificity provided by some audit tools is likely to be sensitive to the changes being targeted.<\/p>\n\n<h6>Measures Selection<\/h6>\n<p>The team selects the Measures Registry filter options \u201cPhysical Activity Environment\u201d and \u201cEnvironmental Observation,\u201d and types \u201cstreet\u201d into the search field. However, several relevant tools are left out when \u201cstreet\u201d is used in the search box, so this term is omitted. Simple checklist tools are ruled out because high detail and specificity are desired. A handful of relevant tools are selected based on their title and availability of the instrument. The candidates are compared using the \u201cCompare\u201d check box. The team considers the Irvine-Minnesota Inventory (IMI),<sup>83<\/sup> Microscale Audit of Pedestrian Streetscapes (MAPS),<sup>64<\/sup> and Pedestrian Environment Data Scan (PEDS)<sup>84<\/sup> because they are extensive instruments with similar content and have supporting evidence.<\/p>\n<p>The IMI tool is selected because of its specificity, evidence of reliability and validity, and use in multiple previous studies. In reviewing previous publications using IMI, the team identifies several items and scales that (1) have consistent associations with walking for transportation and\/or leisure across age groups, and (2) appear to have the ability of being affected over the one-year time frame of the grant. <\/p>\n<\/div>\n\t\t<\/div><\/div><div id=\"panel-210-0-1-1\" class=\"so-panel widget widget_text panel-last-child\" data-index=\"2\" >\t\t\t<div class=\"textwidget\"><div class=\"wpcmsdev-columns\">\n<div class=\"column column-width-one-half\"><p><a class=\"wpcmsdev-button color-violet\" href=\"\/tools-mruserguides\/physical-activity-environment\/collecting-and-reporting-data\/\"><span>Previous<\/span><\/a><\/p>\n<\/div>\n<div class=\"column column-width-one-half\"><p style=\"text-align:right;\"><a class=\"wpcmsdev-button color-violet\" href=\"\/tools-mruserguides\/physical-activity-environment\/next-steps-in-physical-activity-environment-assessment\/\"><span>Next<\/span><\/a><\/p>\n<\/div>\n<\/div>\n<\/div>\n\t\t<\/div><\/div><\/div><\/div>","protected":false},"excerpt":{"rendered":"<p>Three case studies are provided below to walk users through the processing of selecting appropriate measures for their project. The case studies cover a wide range of research and practice project purposes and apply several of the selection considerations covered in Section 7. Case Study 1: Improving Streetscapes and Parks Around Schools Background A local [&hellip;]<\/p>\n","protected":false},"author":2,"featured_media":0,"parent":167,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"om_disable_all_campaigns":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"class_list":["post-210","page","type-page","status-publish","hentry"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/www.nccor.org\/tools-mruserguides\/wp-json\/wp\/v2\/pages\/210","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.nccor.org\/tools-mruserguides\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.nccor.org\/tools-mruserguides\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.nccor.org\/tools-mruserguides\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/www.nccor.org\/tools-mruserguides\/wp-json\/wp\/v2\/comments?post=210"}],"version-history":[{"count":0,"href":"https:\/\/www.nccor.org\/tools-mruserguides\/wp-json\/wp\/v2\/pages\/210\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/www.nccor.org\/tools-mruserguides\/wp-json\/wp\/v2\/pages\/167"}],"wp:attachment":[{"href":"https:\/\/www.nccor.org\/tools-mruserguides\/wp-json\/wp\/v2\/media?parent=210"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}