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The effect of pedometer step goal, feedback and self-monitoring interventions on accelerometer-measured physical activity in children

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journal contribution
posted on 30.11.2017, 14:21 by Ash Routen, Dominic Upton, Martin G. Edwards, Derek M. Peters
This study assessed the utility of 3-week goal-setting, self-monitoring and step-feedback pedometer interventions for increasing physical activity (PA) in children, and the relative impact of individual and group-standardised goals. Three classes of primary school children (n = 68) were randomised to: (a) individual-standardised goal (IS), (b) group-standardised goal (GS) or (c) open pedometer control (CON) groups. PA was assessed via accelerometry (baseline and end-point). There were no main effects for study group, but there was an interaction between time and group for moderate-to-vigorous PA (MVPA), with MVPA time change differing between IS and CON, as MVPA increased in IS but decreased in CON. Mean plots showed MVPA increased in less-active children allocated IS goals, but decreased in GS children. MVPA in more-active children did not change in IS, but declined in GS and CON. Goal-setting, self-monitoring and step-feedback pedometer interventions did not modify PA. Individual-standardised goals may, however, have utility due to mitigating the decline in MVPA in more-active and increasing MVPA in less-active children.

History

School

  • Sport, Exercise and Health Sciences

Published in

Graduate Journal of Sport, Exercise & Physical Education Research

Volume

2

Pages

37 - 37 (53)

Citation

ROUTEN, A.C. ... et al, 2014. The effect of pedometer step goal, feedback and self-monitoring interventions on accelerometer-measured physical activity in children. Graduate Journal of Sport, Exercise & Physical Education Research, 2, pp. 37-53.

Publisher

Graduate Journal of Sport, Exercise & Physical Education Research © The Authors

Version

VoR (Version of Record)

Publisher statement

This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 Unported (CC BY-NC-ND 3.0) licence. Full details of this licence are available at: http://creativecommons.org/licenses/by-nc-nd/3.0/

Publication date

2014

Notes

This paper was published in the journal Graduate Journal of Sport, Exercise & Physical Education Research and is also available at http://www.worcester.ac.uk/gjseper/.

ISSN

2046-9357

Language

en