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Related Experiment Video

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Physical Activity Measurement in Children Accepting Table Tennis Training

Physical Activity Measurement in Children Accepting Table Tennis Training

Published on: July 27, 2022

Increasing children's physical activity: a peer modelling, rewards and pedometer-based intervention.

P J Horne¹, C A Hardman, C F Lowe

¹School of Psychology, University of Wales Bangor, Gwynedd, UK.

European Journal of Clinical Nutrition

|September 21, 2007

Summary

This study shows a peer modeling and rewards intervention significantly increased physical activity in children. The positive effects on girls

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Visualization of Intensity Levels to Reduce the Gap Between Self-Reported and Directly Measured Physical Activity

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Published on: March 7, 2019

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Last Updated: Jul 11, 2026

Physical Activity Measurement in Children Accepting Table Tennis Training

Physical Activity Measurement in Children Accepting Table Tennis Training

Published on: July 27, 2022

Visualization of Intensity Levels to Reduce the Gap Between Self-Reported and Directly Measured Physical Activity

Visualization of Intensity Levels to Reduce the Gap Between Self-Reported and Directly Measured Physical Activity

Published on: March 7, 2019

Area of Science:

Pediatric health
Behavioral science
Exercise physiology

Background:

Childhood obesity is a growing concern, necessitating effective interventions to promote physical activity.
Existing programs like the Food Dude Healthy Eating Programme utilize behavior-change principles that can be adapted for physical activity.

Purpose of the Study:

To evaluate a novel intervention combining peer modeling, rewards, and pedometer feedback to boost children's physical activity.
To assess the intervention's effectiveness using the same behavior-change principles as the Food Dude Healthy Eating Programme.

Main Methods:

A quasi-experimental design involving 100 children (aged 9-11) from two primary schools in Wales.
The intervention group received 8 days of exposure to fictional role models ('Fit n' Fun Dudes') and rewards for increasing daily step counts by 1500.
Pedometer data were collected at baseline, during intervention, and at a 12-week follow-up for both experimental and control groups.

Main Results:

Experimental girls demonstrated significantly higher daily steps during intervention and at follow-up compared to baseline and control girls.
Experimental boys showed significantly increased daily steps during the intervention compared to baseline and control boys.
No significant differences in activity levels were observed between experimental and control boys at the 12-week follow-up.

Conclusions:

The peer modeling, rewards, and pedometer-feedback intervention effectively increased children's physical activity.
The positive impact on physical activity was sustained over 12 weeks, particularly in girls.