The effect of feedback and information on children's pedometer step counts at school

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Butcher, Z., Fairclough, S., Stratton, G. and Richardson, D., 2007. The effect of feedback and information on children's pedometer step counts at school. Pediatric Exercise Science, 19 (1), pp. 29-38. ISSN 0899-8493

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Abstract

This study examined whether feedback or feedback plus physical activity information could increase the number of pedometer steps taken during 1 school week. One hundred seventy-seven students (mean age 9.124 ± 1.11 years) in three elementary schools participated. Schools were randomly assigned to control (CON), feedback (FB), or feedback plus information (FB+I) groups. Children wore pedometers during school time for 5 consecutive weekdays. The total steps of the groups were recorded at the end of each school day, with students in the FB and FB+I groups free to view their step counts. In addition, the FB+I group received information and ideas about how they could increase their daily steps. The CON group received no step-count feedback or information. Students in the FB+I group achieved significantly more steps per minute (17.17 ± 4.87) than those in the FB (13.77 ± 4.06, p = 0.003) and CON (12.41 ± 3.12, p = 0.0001) groups. Information, as well as step-count feedback, increased elementary students’ school-based physical activity (number of steps) in the short term. A longer intervention period is necessary to assess the sustained impact of this type of approach.

Item Type:	Journal article
Publication Title:	Pediatric Exercise Science
Creators:	Butcher, Z., Fairclough, S., Stratton, G. and Richardson, D.
Date:	2007
Volume:	19
Number:	1
ISSN:	0899-8493
Rights:	© 2007 Human Kinetics, Inc.
Divisions:	Schools > School of Science and Technology
Record created by:	EPrints Services
Date Added:	09 Oct 2015 10:28
Last Modified:	19 Oct 2015 14:32
URI:	https://irep.ntu.ac.uk/id/eprint/13550