Validating Fitbit Zip for monitoring physical activity of children in school: a cross-sectional study
Validating Fitbit Zip for monitoring physical activity of children in school: a cross-sectional study
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DOI：
10.1186/s12889-018-5752-7
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发表时间：
2018-07-11
影响因子：
4.5
通讯作者：
Kull, Merike
中科院分区：
文献类型：
--
作者：
Mooses, Kerli;Oja, Marek;Kull, Merike
背景资料：包括Fitbit Zip在内的现代活动跟踪器可以测量步数和身体活动（PA）强度。然而，在使用追踪器进行研究之前，需要在各种人群中进行基于实地的验证研究。因此，本研究的目的是调查Fitbit Zip步数的有效性，中度到剧烈的体力活动（MVPA）和久坐分钟，在不同的学校段在三年级students.Methods：三年级学生（N = 147，年龄9-10岁）穿着Fitbit Zip和ActiGraph GT 3x-BT加速度计同时在一条腰带上五天在上学时间。步数，分钟的MVPA和久坐时间在上课时间，体育课和休息时间提取使用时间过滤器，从两个设备的基础上，从班主任获得的学校时间表的信息。结果：Fitbit Zip与Fitbit Zip在各学校段的步数均存在显著相关（r = 0.85-0.96，P < 0.001），在各学校段的步数均存在显著相关（r = 0.85-0.96，P < 0.001）。Fitbit Zip高估了所有部分的步数，其中最大的高估出现在体育课上（345步）。至于PA强度，两种设备在体育课和休息时间的MVPA分钟（分别为r = 0.56和r = 0.72，P < 0.001）和久坐时间（分别为r = 0.85和r = 0.87，P < 0.001）之间的一致性是中等的。在上课时间，MVPA分钟的相关性较弱（r = 0.24，P < 0.001），久坐时间的相关性中等（r = 0.57，P < 0.001）。对于总在校时间，两种设备之间的相关性对于步数来说很强（r = 0.98，P < 0.001），MVPA（r = 0.80，P < 0.001）与久坐时间（r = 0.94，P < 0.001）。一般来说，Fitbit Zip可以被认为是一种相对准确的设备，用于测量学校环境中学生的步数，MVPA和久坐时间。然而，在久坐时间占主导地位的部分（例如学术课程），应该首选研究级加速度计。
Background: Modern activity trackers, including the Fitbit Zip, enable the measurement of both the step count as well as physical activity (PA) intensities. However, there is a need for field-based validation studies in a variety of populations before using trackers for research. Therefore, the purpose of the current study was to investigate the validity of Fitbit Zip step count, moderate to vigorous physical activity (MVPA) and sedentary minutes, in different school segments in 3rd grade students.Methods: Third grade students (N = 147, aged 9-10 years) wore a Fitbit Zip and an ActiGraph GT3x-BT accelerometer simultaneously on a belt for five days during school hours. The number of steps, minutes of MVPA and sedentary time during class time, physical education lessons and recess were extracted from both devices using time filters, based on the information from school time tables obtained from class teachers. The validity of the Fitbit Zip in different school segments was assessed using Bland-Altman analysis and Spearman's correlation.Results: There was a strong correlation in the number of steps in all in-school segments between the two devices (r = 0.85-0.96, P < 0.001). The Fitbit Zip overestimated the number of steps in all segments, with the greatest overestimation being present in physical education lessons (345 steps). As for PA intensities, the agreement between the two devices in physical education and recess was moderate for MVPA minutes (r = 0.56 and r = 0.72, P < 0.001, respectively) and strong for sedentary time (r = 0.85 and r = 0.87, P < 0.001, respectively). During class time, the correlation was weak for MVPA minutes (r = 0.24, P < 0.001) and moderate for sedentary time (r = 0.57, P < 0.001). For total in-school time, the correlation between the two devices was strong for steps (r = 0.98, P < 0.001), MVPA (r = 0.80, P < 0.001) and sedentary time (r = 0.94, P < 0.001).Conclusion: In general, the Fitbit Zip can be considered a relatively accurate device for measuring the number of steps, MVPA and sedentary time in students in a school-setting. However, in segments where sedentary time dominates (e.g. academic classes), a research-grade accelerometer should be preferred.