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Effects of student pairing and public review on physical activity during school recess
Author(s) -
Zerger Heather M.,
Miller Bryon G.,
Valbuena Diego,
Miltenberger Raymond G.
Publication year - 2017
Publication title -
journal of applied behavior analysis
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.1
H-Index - 76
eISSN - 1938-3703
pISSN - 0021-8855
DOI - 10.1002/jaba.389
Subject(s) - pedometer , multiple baseline design , psychology , intervention (counseling) , baseline (sea) , pairing , session (web analytics) , physical therapy , developmental psychology , physical activity , audiology , clinical psychology , medicine , psychiatry , oceanography , physics , superconductivity , quantum mechanics , geology , world wide web , computer science
The purpose of this study was to evaluate the effects of student pairing and feedback during recess on children's step counts. During baseline, participants wore a sealed pedometer during recess. During intervention, we paired participants with higher step counts with participants with lower step counts. We encouraged teams to compete for the highest step count each day and provided feedback on their performance during each recess session. Results showed a large mean increase in step count from baseline to intervention. These results suggest that children's steps during recess can be increased with a simple and cost‐effective intervention.