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Self-reported pediatric measures of physical activity, sedentary behavior, and strength impact for PROMIS: conceptual

Carole A Tucker1, Katherine B Bevans, Rachel E Teneralli

  • 1Department of Physical Therapy (Dr Tucker), College of Health Professions and Social Work, Temple University, Philadelphia, Pennsylvania; Department of Pediatrics (Ms Teneralli and Drs Bevans and Forrest), The Children's Hospital of Philadelphia, Pennsylvania; Department of Pediatrics (Drs Bevans and Forrest), University of Pennsylvania School of Medicine, Philadelphia; Division of Cancer Control and Population Sciences National Cancer Institute (Drs Smith and Bowles), National Institutes of Health, Bethesda, Maryland.

Pediatric Physical Therapy : the Official Publication of the Section on Pediatrics of the American Physical Therapy Association
|September 25, 2014
PubMed

Insights

Developing better ways to measure children's physical activity (PA) is crucial. This study used interviews with children and experts to create a child-informed framework for assessing PA, sedentary behaviors, and strengthening activities.

Area of Science:

  • Pediatric research
  • Health behavior assessment
  • Child development

Background:

  • Assessing children's physical activity (PA) is vital in pediatric research.
  • Existing self-report tools for children's PA are limited, with few computer adaptive test implementations.
  • A need exists for improved, child-centered assessment methods.

Purpose of the Study:

  • To enhance pediatric self-report measures of physical activity.
  • To develop a child-informed framework for assessing activity levels.
  • To address the scarcity of rigorous self-report tools for children.

Main Methods:

  • Conducted semistructured interviews with children and experts.
  • Conceptualized physical activity, sedentary behaviors, and strengthening activities.
  • Performed systematic literature reviews to identify item-level concepts.

Main Results:

  • Developed conceptual frameworks for PA, sedentary behaviors, and strengthening activities.
  • Utilized language and phrases identified as relevant by children.
  • Integrated children's perspectives into the framework development.

Conclusions:

  • Semistructured interviews effectively capture children's perspectives on activity recall.
  • The conceptualized domains reflect literature, expert views, and children's understanding.
  • This child-informed framework provides a foundation for new pediatric self-report instruments.
Abstract

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