Use of Pedometers for Promoting Increased Physical Activity Levels and Positive Attitudes Towards Physical Activity in Children

This study sought to examine the influence of wearing pedometers on activity levels, attitudes towards activity, and knowledge of physical activity. The participants were members of three intact 4th-grade Physical Education classes from three elementary schools in the Calhoun County School District, Calhoun County, Alabama. A simplified and modified version of the System for Observing Fitness Instruction Time (SOFIT; McKenzie, Sallis, & Nader, 1991) was used to gather information regarding the student's physical activity levels during physical education classes. A questionnaire assessed affective traits and knowledge of physical activity. The TPB Questionnaire was designed to elicit information on: intentions, attitude, and perceived behavioral control as they relate to physical activity. The added knowledge variable consisted of two questions that related the ideas of physical activity levels and health benefits. The treatment consisted of wearing pedometers either during physical education class only or all day long. There was also a Control Group that did not wear any pedometers at all. The four week treatment period was preceded by two weeks of gathering baseline data and two weeks of post treatment observation. There were no significant differences in the physical activity levels of students wearing pedometers when compared to students without pedometers. A MANOVA revealed main effects indicating that the group wearing the pedometers all day had a significant change in perceived behavioral control scores and knowledge scores. The results are noteworthy because perceptions of behavioral control and fitness knowledge are associated with higher levels of physical activity.