Effects of Group- and Individual-Based Step Goals on Children's Physical Activity Levels in School
Effects of Group- and Individual-Based Step Goals on Children's Physical Activity Levels in School
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DOI：
10.1123/pes.21.2.148
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发表时间：
2009-05-01
影响因子：
1.8
通讯作者：
Brinthaupt, Thomas M.
中科院分区：
文献类型：
--
作者：
Kang, Minsoo;Brinthaupt, Thomas M.
本研究考察了为期6周的以学校为基础的计步器干预对儿童的影响。它比较了一段时间内基于群体和个人的步数目标条件下的步数，并比较了两种步数目标条件下身体活动水平的目标实现数量。对99名四年级学生（男生50名，女生49名）的数据进行分析。随着时间的推移，总步数继续增加，比基线增加了约19%。不同的步数目标条件对儿童在所有时间点的身体活动水平产生了相似的影响。以个人为基础的步骤目标的低活动儿童的目标达成数量高于以团体为基础的步骤目标的儿童。在学校使用计步器有望加强儿童的体育活动。
This study examined the effect of a 6-week school-based pedometer intervention for children. It compared the number of step counts between group- and individual-based step goal conditions over time, and compared the number of goal attainments between the two step goal conditions by physical activity levels. Ninety-nine 4th-grade students' (50 boys, 49 girls) data were analyzed. Overall step counts continued to increase over time, increasing about 19% from baseline. Different step goal conditions produced similar effects on children's physical activity levels across all time points. The number of goal attainments was higher for low active children with individual-based step goals than those with group-based step goals. Using pedometers in school is promising for enhancing physical activity in children.