Original Article

European Journal of Clinical Nutrition (2009) 63, 191–198; doi:10.1038/sj.ejcn.1602915; published online 19 September 2007

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

Contributors: PJH and CFL supervised the research, provided the theoretical underpinning, and contributed to data analysis and interpretation, and to the writing of the paper. CAH carried out data collection, data analysis and interpretation, and drafted the paper. The intervention was devised by PJH, CAH and CFL. AVR contributed to intervention development, data analysis and interpretation, and to the writing of the paper. Chris Whitaker advised on statistical analyses.

P J Horne1, C A Hardman1, C F Lowe1 and A V Rowlands2

  1. 1School of Psychology, University of Wales Bangor, Gwynedd, UK
  2. 2School of Sport and Health Sciences, University of Exeter, Exeter, UK

Correspondence: Dr CA Hardman, School of Psychology, University of Wales Bangor, Adeilad Brigantia, Penrallt Road, Bangor, Gwynedd LL57 2AS, UK. E-mail: c.hardman@bangor.ac.uk

Received 23 November 2006; Revised 29 July 2007; Accepted 6 August 2007; Published online 19 September 2007.

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Abstract

Background/Objectives:

 

To evaluate a peer modelling, rewards and pedometer-feedback intervention designed to increase children's physical activity and which uses the same behaviour-change principles underlying the Food Dude Healthy Eating Programme.

Subjects/Methods:

 

The study was conducted in two primary schools in Wales. Participants were 47 children (21 boys, 26 girls) from the experimental school and 53 children (29 boys, 24 girls) from a matched control school, aged 9–11 years. Children in the experimental school took part in the intervention; over 8 days they were introduced to fictional role models (the Fit n' Fun Dudes) via visual and audio intervention materials and received small rewards when their daily pedometer step counts increased by 1500 steps per day relative to their baselines. Pedometer measures were taken from children in both schools at baseline, intervention (baseline 2 for the control school) and 12-week follow-up.

Results:

 

Among experimental girls, steps per day were significantly higher during the intervention (14 686plusminus2540) and at follow-up (13 737plusminus3288) compared to baseline (10 864plusminus2481, P<0.001) and control girls (P<0.005). Experimental boys showed significantly higher daily steps during the intervention compared to baseline (16 237plusminus4204 cf. 13 452plusminus3258, P<0.001) and control boys (P<0.005). There were no significant differences between activity levels of experimental and control boys at follow-up.

Conclusions:

 

The intervention resulted in substantial increases in children's physical activity, which was well maintained over a 12-week period in girls.

Keywords:

children, physical activity, role models, rewards, step counts, maintenance

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