title: Classroom-based interdependent group contingencies increase children's physical activity.
abstract: This study investigated the effects of 2 interdependent group contingencies (individual vs. cumulative classroom goal setting) on the number of pedometer-recorded steps taken per day. Thirty third-grade students in 2 classrooms participated. An ABACX design was conducted in which the X phase referred to a replication of the most successful phase (i.e., B or C). Results indicated that individual goal setting, rather than cumulative classroom goal setting, was more effective in increasing the number of steps taken per day on average. Results suggest that individual feedback may be an important factor in attaining desired results.
authors.affiliation: ST. CLOUD STATE UNIVERSITY.
authors.forename: Sarah
authors.initials: S
authors.lastname: Kuhl
authors.affiliation: ST. CLOUD STATE UNIVERSITY.
authors.forename: Eric H
authors.initials: EH
authors.lastname: Rudrud
authors.affiliation: ST. CLOUD STATE UNIVERSITY.
authors.forename: Benjamin N
authors.initials: BN
authors.lastname: Witts
authors.affiliation: ST. CLOUD STATE UNIVERSITY.
authors.forename: Kimberly A
authors.initials: KA
authors.lastname: Schulze
mesh_terms: D000124:Achievement; D002648:Child; D005260:Female; D006040:Goals; D006801:Humans; D008297:Male; D009043:Motor Activity / Q000502:physiology*; D012574:Schools; D013334:Students; D016138:Walking / Q000502:physiology*
keywords: interdependent group contingency; pedometer; physical activity