Do They Need Goals or Support? A Report from a Goal-Setting Intervention Using Physical Activity Monitors in Youth.

Michal Bronikowski,Malgorzata Bronikowska,Agata Glapa

doi:10.3390/ijerph13090914

Abstract

The objective of this study was to investigate the association between physical activity (PA) and different goal setting and strategies in youth. The study took into consideration different sources of support as well as gender variations. Classmate and Teacher Support scales were used to evaluate support in physical education (PE) classes, and moderate-to-vigorous physical activity (MVPA) was reported. Garmin Vivofit® activity trackers were used during an 8 week-long intervention to count daily steps. Data was collected from 65 adolescents (mean age 17.2 ± 0.2), 74 young adolescents (mean age 15.3 ± 0.2) and 57 children (mean age 11.5 ± 0.4). An experimental design was employed, with “goal” and “do your best” groups given different step goal strategies. The results show that both groups achieved a comparable number of steps. Two-way ANOVA showed interactional effects between gender and teacher support. There were no such effects for MVPA and number of steps. Although classmate support in PE was reported to be reasonably high, the findings show that it does not play a significant role in increasing MVPA behaviors in youths. However, the problem of significantly lower support given to adolescent girls by PE teachers should be embedded into the teaching context of PE students and counteracted in school setting realities.

Highlights

physical activity (PA) has been related to positive outcomes in both physical and psychological terms [1], but despite this, the PA levels decline with age from late childhood and adolescence [2], with girls being less active than boys at all ages [3]
Classmate support in physical education (PE) was reported to be reasonably high, the findings show that it does not play a significant role in increasing moderate-to-vigorous physical activity (MVPA) behaviors in youths
Results suggest that both strategies seem to be effective, when feedback provision is available to each participant

Summary

Introduction

PA has been related to positive outcomes in both physical and psychological terms [1], but despite this, the PA levels decline with age from late childhood and adolescence [2], with girls being less active than boys at all ages [3]. Findings from various research studies indicate that for adolescents 8000 to 12,500 steps per day equal the recommended level of 60 min of MVPA [6,7]. Research by Tudor-Locke et al [8] has shown that the daily range of steps in young females is 10,000–13,000, but, as with PA levels, this steadily declines to approximately 8000–9000 steps per day in 18-year-olds. Activity monitors’ visual displays provide real-time estimates of activity levels and give easy-to-follow feedback to the person engaging in a given activity.

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Methods

Discussion

Conclusion