Dreijer, R. (Roos) (2015) Fitbit Intervention Study: The effect of self-monitoring feedback on accumulated step counts at primary school in children aged 10-12 years. thesis, Human Movement Sciences.
Full text available on request.Abstract
Objective: In order to stimulate children to be more physically active the Fitbit intervention with self-monitoring feedback as motivational tool was designed. The aim of this study was to examine the effect of self-monitoring feedback from an Fitbit activity tracker on children’s physical activity during a full school day and specifically during physical education. In addition, the effect of information lessons and personal goals added to the self-monitoring feedback was examined. The third aim of current study was, in case of significant intervention effects, to investigate if these effects persisted a month after the intervention period. Methods: Seventy-three children (11.4 ± 0.72 years) from two primary schools participated in this study. A quasi experimental design with two experimental groups and two control groups was used, in which both schools provided one experimental group and one control group. The experimental conditions were: feedback only (FB group) or feedback plus information lessons and a personal goal (FB+I+G group). The Fitbit was used to measure step counts and to provide self-monitoring feedback. The Fitbits of the control groups were sealed. The participants wore the Fitbit for ten school days: one day baseline assessments, eight consecutive days of intervention and a month after the intervention period there was a one day retention assessment. Results: Results from GLM repeated-measures revealed no significant higher scores from intervention groups compared to control groups during full school days and during physical education. However, a striking finding was that during physical education the groups from school 2 (FB+I+G and Control 2) had significant higher scores than the groups from school 1 (FB and Control 1). Another remarkable additional finding was that the results of all participants from experimental and control groups showed an increase in overall accumulated step counts from baseline to retention assessment. Conclusions: The current results showed no effect of self-monitoring feedback on children’s step counts. Adding information lessons and personal goal setting to the self-monitoring feedback for the pedometer did not result in higher step count improvement in comparison to the feedback or control groups either. The results suggest that school setting is likely to be more influential on the amount of step counts than the intervention group condition. Furthermore, the results might indicate that wearing an activity tracker, with or without self-monitoring feedback, is effective to motivate children to be more physically active.
| Item Type: | Thesis (UNSPECIFIED) |
|---|---|
| Supervisor name: | Mombarg, dr. R. and Hartman, dr. E. |
| Faculty: | Medical Sciences |
| Date Deposited: | 08 Apr 2022 12:13 |
| Last Modified: | 08 Apr 2022 12:13 |
| URI: | https://umcg.studenttheses.ub.rug.nl/id/eprint/3077 |
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