Impact of pedometer use and self-regulation strategies on junior high school physical education students daily step counts

• Published in: Journal of physical activity & health Vol. 6; no. 2; p. 178
• Main Authors: Shimon, Jane M, Petlichkoff, Linda M
• Format: Journal Article
• Language: English
• Published: United States 01.03.2009
• Subjects: Adolescent; Age Factors; Analysis of Variance; Female; Health Knowledge, Attitudes, Practice; Humans; Male; Motor Activity; Physical Education and Training; Schools; Statistics as Topic; Walking
• ISSN: 1543-3080
• DOI: 10.1123/jpah.6.2.178

The aim of this study was to determine the impact of pedometer use and self-regulation strategies on adolescents' daily physical activity. Junior high school students (n=113) enrolled in seventh- and eighth-grade physical education classes (52 girls, 61 boys) volunteered to participate in a 5-week study to assess daily step counts. Ten physical education classes were randomly assigned to 1 of 3 groups: (a) self-regulation, (b) open, and (c) control. A repeated-measures, mixed-model analysis of variance revealed a significant 3x4 (Group by Time) interaction effect, F6,290=2.64, P<.02. Follow-up analyses indicated participants in the self-regulation group took 2071 to 4141 more steps/d than the control. No other significant differences emerged among groups on step counts. It appears that having access to and charting daily step counts (ie, self-regulatory strategies) positively influenced young adolescents to attain a higher number of steps/d.