Quantifying physical activity in physical education via pedometry: a further analysis of steps/min guidelines.

Abstract:

BACKGROUND:The validity of common pedometer steps/min guidelines for 1st-12th grade physical education physical activity (PA) recommendations (ie, 33% and 50% PA) was investigated. METHODS:Data sets from previous research, where physical education PA was quantified via pedometry, were combined. Participants (1st-12th grade, N = 1152) with concurrent steps/min and observed %PA scores were included. Data were analyzed using correlation, regression, and receiver-operator-characteristic (ROC) statistics. Alpha was set at .05. RESULTS:Overall, by gender and school level group (ie, 1st-6th, 7th-12th) PA outcome measures were strongly correlated and significant (r = .85-.92). Steps/min₂, lesson time₃, stature₄, and BMI₅ were significant predictors (r₁₂.₃₄₅=.91) of %PA₁. Steps/min accounted for 85.4% of the variance for %PA; however, the other predictors only accounted for an additional 0.5%. ROC analyses indicated that steps/min was an excellent discriminator (AUC ≥ .90) of %PA guideline achievement. Steps/min values of 60.6 and 82.2 were the most accurate cut points overall for the 33% and 50% PA guidelines, respectively. Steps/min cut points for gender and school level demonstrated agreement with the overall steps/min cut points. CONCLUSIONS:These findings support the contention that common steps/min guidelines can be applied in the surveillance of physical education PA.

journal_name

J Phys Act Health

authors

Scruggs PW

doi

10.1123/jpah.10.5.734

subject

Has Abstract

pub_date

2013-07-01 00:00:00

pages

734-41

issue

5

eissn

1543-3080

issn

1543-5474

pii

2011-0256

journal_volume

10

pub_type

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