title: The effect of feedback and information on children's pedometer step counts at school.
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.
authors.affiliation: School of Physical and Outdoor Educatin and the REACH Group, Liverpool John Moores University, Liverpool, UK.
authors.forename: Zoe
authors.initials: Z
authors.lastname: Butcher
authors.forename: Stuart
authors.initials: S
authors.lastname: Fairclough
authors.forename: Gareth
authors.initials: G
authors.lastname: Stratton
authors.forename: David
authors.initials: D
authors.lastname: Richardson
mesh_terms: D000704:Analysis of Variance; D002648:Child; D005246:Feedback; D005260:Female; D006266:Health Education; D006801:Humans; D008297:Male; D018670:Monitoring, Ambulatory / Q000295:instrumentation*; D009043:Motor Activity; D013334:Students; D016138:Walking