scholarly journals Validation of an Accelerometer Index to measure physical activity among Brazilian adolescent girls

2018 ◽  
Vol 11 (1) ◽  
pp. 2354-2362
Author(s):  
Karin Louise Lenz Dunker ◽  
Timoteo Leandro Araujo ◽  
Sandra Marcela Mahecha ◽  
Paula Costa Teixeira
Keyword(s):  
Physical Activity ◽  
Adolescent Girls ◽  
Controlled Trial ◽  
Internal Reliability ◽  
Physically Active ◽  
Randomized Controlled ◽  
Prospective Randomized Controlled Trial ◽  
Activity Measures ◽  
Socioeconomic Strata ◽  
Self Administered Questionnaire

Objective: This investigation aimed to psychometrically validate an accelerometer index against a self-reported questionnaire in a sample of female adolescents. Methods: This analysis was based on a multicentric prospective randomized controlled trial among adolescent girls aged 12 to 14 years. Accelerometer devices were given to participants to be worn on their person for seven consecutive days, after completing a self-administered questionnaire. The "Brazilian Economic Classification" was used to rank participants according to socioeconomic strata. Results: There were 195 participants with an average age of 13.4 ± 0.65 years, 10.8% obese and 51% physically inactive. Participants in the medium-high class were less physically active. The participants in medium-low class presented higher METs [1.03 (±0.03)]. Exploratory factor analysis demonstrated a two-factor structure, labeled Daily Physical Activity and Sedentary Activity, with good factor loadings and internal reliability scores, as well as appropriate validity across a range of self-reported physical activity measures. Conclusion: Results allow us to reflect about the use of instruments to evaluate interventions directed to weight related problems.

scholarly journals Applying Mobile Technology to Sustain Physical Activity After Completion of Cardiac Rehabilitation: Acceptability Study

10.2196/25356 ◽  
2021 ◽  
Vol 8 (3) ◽  
pp. e25356
Author(s):  
Abdelaziz Elnaggar ◽  
Julia von Oppenfeld ◽  
Mary A Whooley ◽  
Stephanie Merek ◽  
Linda G Park
Keyword(s):  
Physical Activity ◽  
Older Adults ◽  
Randomized Controlled Trial ◽  
Mobile Phone ◽  
Technology Use ◽  
Controlled Trial ◽  
Mobile App ◽  
Physically Active ◽  
Individual Interviews ◽  
Randomized Controlled

Background Many patients do not meet the recommended levels of physical activity after completing a cardiac rehabilitation (CR) program. Wearable activity trackers and mobile phone apps are promising potential self-management tools for maintaining physical activity after CR completion. Objective This study aims to evaluate the acceptability of a wearable device, mobile app, and push messages to facilitate physical activity following CR completion. Methods We used semistructured interviews to assess the acceptability of various mobile technologies after participation in a pilot randomized controlled trial. Intervention patients in the randomized controlled trial wore the Fitbit Charge 2, used the Movn mobile app, and received push messages on cardiovascular disease prevention and physical activity for over 2 months. We asked 26 intervention group participants for feedback about their experience with the technology and conducted semistructured individual interviews with 7 representative participants. We used thematic analysis to create the main themes from individual interviews. Results Our sample included participants with a mean age of 66.7 (SD 8.6) years; 23% (6/26) were female. Overall, there were varying levels of satisfaction with different technology components. There were 7 participants who completed the satisfaction questionnaires and participated in the interviews. The Fitbit and Movn mobile app received high satisfaction scores of 4.86 and 4.5, respectively, whereas push messages had a score of 3.14 out of 5. We identified four main themes through the interviews: technology use increased motivation to be physically active, technology use served as a reminder to be physically active, recommendations for technology to improve user experience, and desire for personal feedback. Conclusions By applying a wearable activity tracker, mobile phone app, and push messages, our study showed strong potential for the adoption of new technologies by older adults to maintain physical activity after CR completion. Future research should include a larger sample over a longer period using a mixed methods approach to assess the efficacy of technology use for promoting long-term physical activity behavior in older adults.

scholarly journals Physically Active Lessons Improve Lesson Activity and On-Task Behavior: A Cluster-Randomized Controlled Trial of the “Virtual Traveller” Intervention

2018 ◽  
Vol 45 (6) ◽  
pp. 945-956 ◽  
Author(s):  
Emma Norris ◽  
Sandra Dunsmuir ◽  
Oliver Duke-Williams ◽  
Emmanuel Stamatakis ◽  
Nicola Shelton
Keyword(s):  
Physical Activity ◽  
Student Engagement ◽  
Controlled Trial ◽  
Interactive Whiteboards ◽  
Physically Active ◽  
Randomized Controlled ◽  
Task Behavior ◽  
School Day ◽  
On Task Behavior ◽  
Cluster Randomized

Background. Physically active lessons have not often been assessed with randomized controlled trials. Aims. Evaluate the effects of the “Virtual Traveller” (VT) intervention delivered using classroom interactive whiteboards on physical activity, on-task behavior, and student engagement. Methods. Participants were 219 children aged 8 to 9 years from 10 schools in Greater London, assessed in a cluster-randomized controlled trial between March 2015 and May 2016. For 6 weeks, intervention children received 10-minute VT sessions three times a week during math and English lessons (VT group: n = 113). Children in control schools received regular teaching (COM group: n = 106). Outcomes were school-day, weekend-day, and lesson-time sedentary behavior (SB), light physical activity (LPA) and moderate-to-vigorous physical activity (MVPA), and on-task behavior and student engagement, assessed at baseline (T0), 2 weeks (T1), and 4 weeks (T2) during the VT intervention and 1 week (T3) and 3 months (T4) postintervention using multilevel modeling. Results. VT pupils engaged in significantly more school-day MVPA at T1 only, with no other significant differences between groups in overall school-day or weekend-day activity. VT pupils engaged in significantly less SB and more MVPA during lesson time than COM pupils. More on-task behavior was shown in VT pupils than COM pupils but there was no difference in student engagement. Discussion. VT reduced sedentary behavior and increased physical activity during lesson time but not across overall school or weekend days. VT improved on-task behavior but had no effect on student engagement. Conclusion. Physical activity can be integrated into teaching using interactive whiteboards with no detriment to educational outcomes.

scholarly journals PARQVE: PROJECT ARTHRITIS RECOVERING QUALITY OF LIFE THROUGH EDUCATION: TWO-YEAR RESULTS

2017 ◽  
Vol 25 (1) ◽  
pp. 18-24 ◽  
Author(s):  
MÁRCIA UCHOA DE REZENDE ◽  
RENATO FRUCCHI ◽  
ALEXANDRE FELÍCIO PAILO ◽  
GUSTAVO CONSTANTINO DE CAMPOS ◽  
THIAGO PASQUALIN ◽  
...  
Keyword(s):  
Physical Activity ◽  
Educational Program ◽  
Class Group ◽  
Controlled Trial ◽  
Educational Material ◽  
Control Group ◽  
Body Fat Percentage ◽  
Fat Percentage ◽  
Randomized Controlled ◽  
Prospective Randomized Controlled Trial

ABSTRACT Objective: To evaluate the effects of a multi-professional educational program in patients with knee osteoarthritis (KOA) . Methods: Prospective randomized controlled trial with 195 KOA patients. One group was submitted to two-day lectures and received educational material about KOA (Class group), and the control group received the educational material only. Patients were evaluated at baseline, twelve and 24 months. At evaluation, patients answered pain and functional questionnaires (WOMAC, Lequesne, VAS and SF-36); reported the intensity of exercise per week; measured the body fat percentage, weight and height to estimate body mass index (BMI); and performed Timed Up & Go (TUG) and Five-Times-Sit-to-Stand (FTSST) tests . Results: The groups presented similar results in all time points with respect to pain (VAS and WOMAC pain), WOMAC, BMI and body fat percentage (p>0.05). The Class group exhibited improved function according to the Lequesne questionnaire, whereas the control group worsened (p=0.02) during follow-up (p<0.02). TUG (p=0.01) and FTSST (p<0.001) improved in the Class group. A higher percentage of patients in the Class group performed regular physical activity (p=0.045) . Conclusions: The educational program with classes improved the consistency of physical activity and the subjective and objective function of patients with KOA. Level of evidence IA, Prospective Randomized Controlled Trial.

scholarly journals Integrating Juggling with Math Lessons: A Randomized Controlled Trial Assessing Effects of Physically Active Learning on Maths Performance and Enjoyment in Primary School Children

2019 ◽  
Vol 16 (14) ◽  
pp. 2452
Author(s):  
Vera van den Berg ◽  
Amika S. Singh ◽  
Annet Komen ◽  
Chris Hazelebach ◽  
Ivo van Hilvoorde ◽  
...  
Keyword(s):  
Physical Activity ◽  
Randomized Controlled Trial ◽  
Active Learning ◽  
School Children ◽  
Controlled Trial ◽  
Math Performance ◽  
Primary School Children ◽  
Physically Active ◽  
Multiplication Tables ◽  
Randomized Controlled

There are tentative indications that physical activity (PA) during school time can be beneficial for children’s academic performance. So far, most studies have focused on the effects of moderate-to-vigorous PA, for example, in the form of energizers or extra physical education lessons. Little is known about the effects of physically active learning, in which PA is integrated with the academic content of the lessons, especially in preadolescent children. Moreover, there is a lack of knowledge regarding the enjoyment of physically active learning in this age group. Therefore, the aim of the current study was to assess the effects of integrating juggling with math practice in primary school children, on (1) multiplication memorization performance and (2) enjoyment during the math lessons. We conducted a cluster randomized controlled trial, in which 312 children (mean age 10.4 years) from nine Dutch primary schools participated. Fourteen classes were randomly assigned to either a group that learned juggling whilst practicing multiplication tables (intervention group), or to a group that practiced the same multiplication tables while sedentary (control group). Both interventions had a duration of 5 weeks and consisted of 20 short lessons (4 lessons per week, 5 to 8 min). We used mixed-model analyses to examine the effect of the intervention on multiplication memorization performance. Group (control or intervention) was used as the fixed factor, and class and school as random intercepts. Analyses were adjusted for pretest multiplication performance, age, gender, general motor skill level, physical activity behavior (PAQ-C), and academic math performance. No significant intervention effect on multiplication performance were observed. However, the math-juggling program significantly increased enjoyment of children during the math lessons. We can conclude that the intervention did not improve, but neither deteriorated children’s math performance. The increased enjoyment in the math-juggling group can serve as an important starting point for structurally incorporating physical activities in the classroom setting.

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