Classroom‐based interdependent group contingencies increase children's physical activity

Abstract

This study investigated the effects of 2 interdependent group contingencies (individual vs. cumulative classroom goal setting) on the number of pedometer-recorded steps taken per day. Thirty third-grade students in 2 classrooms participated. An ABACX design was conducted in which the X phase referred to a replication of the most successful phase (i.e., B or C). Results indicated that individual goal setting, rather than cumulative classroom goal setting, was more effective in increasing the number of steps taken per day on average. Results suggest that individual feedback may be an important factor in attaining desired results.

Further evaluation of observational and mechanical measures of physical activity

“…Unfortunately, the majority of children are not meeting these guidelines (Troiano et al, ), necessitating the development of effective interventions. Many have suggested behavior modification as a particularly promising approach (Lauer, et al, ); indeed, there has been an increase in behavioral assessments and interventions aimed at increasing physical activity in children in the behavior analysis literature (e.g., Hayes & Van Camp, ; Kuhl, Rudrud, Witts, & Schulze, ; Zerger, Normand, Boga, & Patel, ).…”

Using the Step it UP! Game to increase physical activity during physical‐education classes

“…Although the GBG has a long history of effectiveness across populations, settings, and target behaviors, it has only an emerging evidence base in the realm of physical activity (Galbraith & Normand, 2017;Jung, Fukugasako, & Takahashi, 2005;Kuhl, Rudrud, Witts, & Schulze, 2015). For example, Galbraith and Normand (2017) used pedometers to measure the number of steps taken during a modified version of the GBG with third-grade students at recess.…”

Evaluating public posting, goal setting, and rewards to increase physical activity during school recess

“…One simple manipulation that was not conducted in the current analysis was the setting of step goals for individual participants. In a recent study by Kuhl et al (), the highest step totals across two classrooms were observed when participants were exposed to an individual goal setting contingency. Cumulative classroom goals were also evaluated but were not as effective in increasing step totals when compared with individual goal‐setting contingencies.…”

“…The use of mechanical devices, such as pedometers and accelerometers, substantially reduces the effort required by a teacher or researcher to measure physical activity of a large group of children. Step counts recorded by these devices have been used as a dependent measure in research on interventions to increase physical activity in adults (Normand, ; VanWormer, ) and children (e.g., Hayes & Van Camp, ; Kuhl, Rudrub, Witts, & Schulze, ; Zerger, Miller, Valbuena, & Miltenberger, ). For example, Hayes and Van Camp () showed that an intervention consisting of goal setting and reinforcement increased physical activity of six children during recess.…”