Brigham Young UniversityBYU ScholarsArchive

All Faculty Publications

2014

A Comparison of Middle School Students StepsPer Minute (SPM) in Five Physical EducationCurriculum units Utilizing Pedometers: An OverallContribution to Attaining the Recommended StepCounts Per Day in ChildrenDavid C. BarneyBrigham Young University, david_barney@byu.edu

Francis T. Pleban

See next page for additional authors

Follow this and additional works at: https://scholarsarchive.byu.edu/facpub

Part of the Health and Physical Education Commons

Original Publication CitationBarney, D., Pleban, F., Pleban, J., & DeKuiper, J. (2014). Comparison of middle school students stepsper minute (SPM) in five physical education curriculum units: An overall contribution to attainingthe recommended step counts per day in healthy children. Asian Journal of Physical Education &Recreation, 19, (1), 6-13.

This Peer-Reviewed Article is brought to you for free and open access by BYU ScholarsArchive. It has been accepted for inclusion in All FacultyPublications by an authorized administrator of BYU ScholarsArchive. For more information, please contact scholarsarchive@byu.edu,ellen_amatangelo@byu.edu.

BYU ScholarsArchive CitationBarney, David C.; Pleban, Francis T.; Pleban, Jenny; and DeKupier, Justin, "A Comparison of Middle School Students Steps PerMinute (SPM) in Five Physical Education Curriculum units Utilizing Pedometers: An Overall Contribution to Attaining theRecommended Step Counts Per Day in Children" (2014). All Faculty Publications. 1933.https://scholarsarchive.byu.edu/facpub/1933

AuthorsDavid C. Barney, Francis T. Pleban, Jenny Pleban, and Justin DeKupier

This peer-reviewed article is available at BYU ScholarsArchive: https://scholarsarchive.byu.edu/facpub/1933

Asian Journal of Physical Education & Recreation Vol.19 No.1

A Comparison of Middle School Students Steps Per Minute (SPM) in Five Physical Education Curriculum Units Utilizing Pedometers:

An Overall Contribution to Attaining the Recommended Step Counts Per Day in Children ~·~-~--IA, fu-~fflft#ffi.

rt* ~1: 4Il a ltfa~jjt:lz~~ David Barney

Brigham Young University, U.S.A.

Francis T. PLEBAN Wayne State University, U.S.A.

Jenny PLEBAN Wayne State University, U.S.A.

Justin DeKUPIER Wayne State University, U.S.A.

-------(1------Abstract

The purpose of this study was lo compare pedometer steps per minute from live different curriculum units (basketball.

volleyball , indoor soccer, pickle bal l, and fitness activi ties) in middle school physical education classes as they relate lo

contributing lo the recommended 12,000 to 16,000 steps per day for healthy children. Two hundred and thirt y-two male

and female middle school students part icipated in this study, I 15 males and 117 females. respecti vely. Steps per minute

were measured with pedometers in five curriculum units in midd le school physical education classes; over 36 minutes of

activity ti me. Overall , physical education classroom act iviti es such as basketball , voll eyball, indoor soccer, pick le ball.

and fitness activities, measured during a 36 minute class timeframe, accounted for approx imately 1% - 6% of the overall

mini mum 12,000 steps per day reported as appropriate for healthy children. Pedometers are becom ing a useful tool for

physical educators lo compare sport activity levels in achiev ing the desired 12,000 to 16,000 steps a day fo r midd le school

children. Wi th some modifications, physical educators can educate students and parents alike regarding pedometer use in

helping to achi eve recommended levels of physical activity and prescribed steps per day.

13 i't~ : ;;jl:fiJf'J'i'.i'trn (MHtWM]fKHiii5lDJJ ((!/;if:; , tJl:ft , :@:JJ;J J.U:!1 , A{t;jU:R , ii :!s}/i5iWJ) ticp!J:.\1.& Fl 1/ll~t/; ,Uli:(t 2,000

!.b:¥16,000~) (i~Jll!\'ll' 0 Tiif1'Uiit: ;;jl: fiJft'tVJ232t,pJ{H:tJHl:~f-it (11.'>~, 11731. ) , lU-illtt·i/~~iJIIJ:lll:TJ=\-, 36 5Hm1M?i l~l•la'F¥~~~~~~~•tffil ~~,1~,~JJ;J~~,1-~,Mfifi~ ~~~-~tJ;-~a · U~M*:35 5}%1(J(Jir,HfifilfvJ(~f;/:, !M,t, i:17'!./.0~, nlU#J·t, f\Jt:ls}t,rnJ) &fl~:;lc~i1t1; ;tT 111/o't6"tuffJRJw:it!:IBiiii$iEii!:(12000 $ ) , t:11

• Mffl~- mm»~IITA·~~IWtiH#iffi~*••*~~~~NN~•Hffil~~W~l·~fllt&~••wM l•'F¥1.~Rff8tJ;-~a~R8 °~~--~·~·ti!~~-,~~®i~iffitttf;-fl~IA,ffi*IM•~~~--~I j';fif,jfyJ:ffl:lU-li'dit Fl ffltf;- .it:ffl: O

I

I

Introduction

Genera lly, youth arc one of the most acti ve segments

of the US popu lati on; however they also have become

increasi ngly sedentary; leading to an epidem ic of obesity,

orthopedic issues, and metabolic syndrome. For the past

three decades obesity has more than tri pled fo r youth

aged 6 to 11 years and doubled in youth 12 to 19 (Committee

on Prevention of Obesity in Chi ldren and Youth , 2005).

The 2003-04 National Health and Nutrit ion Exam inati on

Survey found that 18.8% of 6 to 11 yea r old youth and

17.4% of 12 to 19 year old youth were overweight (for

both BMI at or above the 85th percent ile but less than 95

percentile for age and gender) (Ogden, Carroll , & Curtain,

2006). Additionall y, it is estimated that between 40%

to 70% of obese children will become obese adults (Jain ,

2004). The National Association for Sport and Physical

Education ( NASl'E) has recommended that 60 minutes of

physical acti vity should be acc umul ated per day (Corbin

& Pangrazi, 2004); with phys ica l ac tiv ity defi ned as

exercise, sport. dance, as wel I as other movement forms.

One segment of a child 's day where they can get a

portion of their 60 minutes of physica l acti vity is during

their school's physica l ed uca ti on class. To fac ilitate

attai ning 60 minutes of phys ical acti vi ty per day, Pate

et al. (2006). ha ve suggested that 50% of a student 's

physical education class ti me should be spent in acti vity

time. So. theoreti ca ll y mi ddle school studen ts shoul d

attain approx imately 20 to 25 minutes of physical activi ty

dur ing a standard phys ica l educa ti on class. However,

how much docs fac ilitating this classroom physica l activity

account fo r reach ing a chil d's recommended total steps

per day?

Anot her meth od of mon it oring a child's dail y

physical acti vity level is to count the number of steps

per minute ut ilizi ng a pedometer; with current research

promoting 10,000 steps a day (Hatano, 1993 & Hel lm ich.

1999). However, continuous research has segmented step

counts per day based on specific popul ations. Currently

ch ild ren 8 to 10 yea rs of age shou ld attai n 12,000 to

16,000 steps a day; 7.000, to 13,000 steps a day for

hea lthy younger adults; 6,000 to 8,500 steps a day fo r

hea lt hy older adult s; and 3.500 to 5,500 steps a day in

individuals wi th disabil it ies and chronic diseases (Tudor-Locke,

& Meyers, 2001).

Asian Journal of Physical Education & Recreation Vol. 19 No. I

Pedometers have been shown to be a val id and

reliable method fo r measuring st udent ac tivi ty in physical

educati on (Bcighle & Pangrazi, 2006: Barfield, Rowe. &

Michael, 2004 & Easton. Rowlands & lngledew, 1998).

Furth ermore, pedometers have bee n fo und to be very

practical , easy to use, and cost effective in the physical

education class sett ing (Barfield , Rowe. & Michael, 2004:

Beighl c, Pangrazi, &Vincent, 2001 & Wel k. Corbin &

Dale, 2000).

Pedometers have been used in the past to investi gate

steps per min ute in mi dd le school physical educat ion

class. The investigator determi ned approximately 76% of

mal es and 60% of the females were active 50% of the

time in ph ysical education class (Sc ruggs, 2007). For

this reason, the purpose of th is study was to compare

steps per minute from five different curriculum units (basketball,

volleyball , indoor soccer, pickle ball. and fi tness act ivities)

presented middle school phys ical education classes and

determine how physica l education step counts contri buted

to obtaining the recommended 12,000 to 16,000 steps per

day for healthy children.

Methods

Participants

Two hundred and thirty-two male and female middle

school students . residi ng in an upper, urban Midwestern

state, pa rti cipated in th is study, 115 ma les and 117

femal es, respec ti vely. All pa rticipants were currentl y

enrolled in either sixth , seventh or eighth grades at the

time of the study. Males and females were simil ar in

rega rds to academi c school standing and ethn icity, with

all parti cipants self- identifyi ng their ethnicity as Whi te/

Non-Hispanic.

Addi tionally, parental consent was obtained , as well

as consent from the middle school princ ipa l and physical

education teacher, before the study proceeded. Al l mi dd le

school students parti cipatin g in this investiga tion we re

verbally informed of the purpose of the study and were

made fa mil ia r with the pedometer at the study's onset.

Stu dents were ass ured that non-participation or withd rawa l

from this st udy would at no ti me affect their grade in

their respect ive phys ical educat ion class. Fu rthermore.

Uni versity Insti tut iona l Review Boa rd (IR B) permission to

conduct this investi gation was obtained and granted before

the onset of the study and any data collect ion.

Pedometer Instrument

The Yamax Digi-Walkcr LS 2525 was the pedometer

chosen to collect student step count s. This pedometer

model recorded the foll owi ng in form ati on: step count ,

distance covered, calorics burned. ti me spent in acti vity.

and a digital clock.

Procedures

On th e days of data co ll ec ti on, stud en ts we re

instru cted by th eir teacher to attac h their pedometer

when th ey ar ri ved lo class. and reset them lo ze ro.

Afterwards the teacher would begin their lesson for the

day. compri sed of the fo llowing four clements: I) an

introductory activ ity. 2) fit ness activities, 3) lesson focus.

and 4) review. First, the teacher would have students

partic ipate in an introductory activity. The purpose of

the introductory activity was to quickly transition students

into a fitness activ ity. For example, students would jog,

skip , jump rope or pl ay a quick game of lag. This

portion of the lesson usually took two to three minutes.

The second portion of the lesson co mpr ised fitness

acti vities focusing on the development of physica l fitness.

Fo r thi s por ti on of th e lesson fitn ess stati ons we re

set up throughout the gymnasium . For example, each

stat ion was comprised of the following: push-ups, va rious

stretc hes , mountain climbers, or exercise bands. Thi s part

of the lesson took approx imately seven to eight minutes:

instruction centering on developing such fitness components

as fl ex ibilit y, mu sc ul ar strengt h, and cardiovascular

endurance. The third portion of the class period focused

on the spec ific lesson conten t. Thi s portion of the

lesso n lasted approxim ately 20 lo 22 minutes where

students worked on skill s. participated in modi fied ga mes,

or pl ayed in a game-like activity. For exa mple, students

could spend lime focusing on improvi ng certain as pects

of a newly taught skill , or play a two-on-two basketball

game.. Finall y. the class ended wi th some type of game

or class rev iew, comprisi ng approximately five minutes.

For example, at the end of class the teacher had students

play a game or acti vity emphasizing what was taught in

class . or ga ther the studen ts toge ther and rev iew what

was taught in the lesson (Darst & Pangrazi , 2002).

Asian Journal of Physical Education & Recreation Vol.19 No. I

Middle sc hoo l ph ys ica l ed uca ti on cl asses were

typically 48 minutes in length. The investigators were

interested in measuring the 36 minutes of act ual ac ti vi ty

time, Da ily Act ivity Time (DAT). To ensure 36 minutes

of ac ti vit y time . student s were given six minu tes to

change into their gym clothes. participated in 36 minutes

of acti vity, and approx imately six minutes lo change back

into their school clothes and prepare fo r their next class

period. Pedometer step count data we re coll ected over

l2 diffe rent class periods. The literat ure has suggested

eight separate times or eight separate class periods arc

sufficient for gathering data when working with youth

in seventh through twe lfth grades (Vincent & Pangrazi .

2002).

When the class period was fi ni shed, students would

retrieve their student record sheet and record the number

of steps they took during the class per iod. When the

students had fini shed filling out their step counts from

the class period. they returned their student record to the

teacher. Only the teacher and the researchers had access

to the student record sheet.

Data Analysis

Data was analyze d using SPSS 14.0 stati sti cal

package for all variables. Descripti ve stati sti cs. including

means and standard deviation s (SDs) were used fo r

categorical variables. Nonparametric stati stics (Man-Whitney

and Kruskal -Wal lis) were used to examine da ily acti vity

time (DAT) among sex , the difference am ong sex and

total steps per minute, and acti vity type related to steps

per minute, respecti vely. A Tukey HSD post hoc analysis

was used lo determi ne steps per minute across phys ica l

education acti vities for all students. A p val ue less than

.05 was used as the determ ining cri teri a for statistical

signi ficance.

Results

Two hundred and thirt y- two (n=232) mal e and

female middle school stud ents parti cipated in thi s study,

I 15 males and 117 females, respectively. All participants

were currently enrolled in either sixth , seventh or eighth

grades at the lime of the study. Males and femal es

were similar in rega rds lo academic school standing and

eth nicity. All participants self-identi fied their ethnicity as

White, Non-Hi spanic.

I

I

Daily Activity Time (DAT) did not differ significantly

among sex IF (I, 7946.264) = 2.227, P =.1361, blll did

differ signi fica ntly between ac tivities IF (4. 43784.706)

= 12.270, P=.0011- Table I presents the acti vity. tota l

steps per minute, mean and standard deviat ion. A Man-

Asian Journal of Physical Education & Recreation Vol. 19 No. 1

Whitney Test was conducted 10 eva luate the di ffc rencc

among sex and total steps per minute. Th e Mann ­

Whitney lest showed that boys and girls do not appear

lo differ in their reported levels of steps per minute (z =

-1.869. p>.05).

Table 1. Means and Standard Deviations for Action 'l)'pe and Total Steps Per Minute.

Activity Total Steps Per Minnte

Basketball 303

Voll eyball 206

Indoor Soccer 769

Pickle Ball 414

Fitness Acti vi ti es 145

Figures I, 2. and 3 illustrate the relationship between

total steps per minute and basketball. voll eyball , indoor

soccer, pickle ball, and fitness activ iti es.

Mean and Standard Deviation

85.6640 ± 35.49

111.6704 ± I 06.45

100.8796 ± 21.69

112.3899 ± 73 .69

112.9599 ± 92.73

Figure 1. Estimated Marginal Means of Steps Per Minute (SPM) Between Gender (O=Males) (!=Females).

Figtu-e 1 Estimated l\farginal Tvleans of spm

130.00 -

125 .00 -

.,, 1~0 .00 -::: ,; o; 11 5.00 -~ 5 11000-

'Gb 8 105.00 -~ ,;:: 100 .00 -E § E 95 .00 ...

"' tl.l 90.00 -

S.5 .00 -

SO .DO -

I

Ba::lretball 1 I I

Volleyball lmloor ~occer Pi.clcle Ball

Activity

I

Fitne:::• Acti,,; tie ::

sex

0 - 1

Asian Journal of Physical Education & Recreation Vol. 19 No.1

Figure 2. Average Steps Per Minute for Males (n = 914) and Females (n = 913).

500,)

0.00

1,083 1,2£<1

C']i . 1,698 :

'1"':) J?'9

- - 37/ 1.194 l-49-1

H9o 1.1as 70 5')3

464

.. , 1.4!(1 .7

~6 315 09

1,489 238

271

sJS ·1,s12

1.5~ C1-S8

1.738

l ,i1 1. 1,085

'353

,.3>37 1,652

1,113 . l .~J f 501

1.271 511 482

J68r· 731 ,4:Sr•

' ..

. , 5.

543 173 l ,J:3

I~) I y 1,070 - 13501 ,JJJ

3~, 1.3-30 ,5~ 1,2-54 S,38

Fem,'lles

sex

A Kruskal -Wallis test was also co nducted and

indicated that the type of act ivi ty students participate in

affects their steps per minute, x2 (4. 11 =1837) = 241.351

p s; .05. Tukey HSD post hock analysis found a .01

level of significa nce when basketball was compared wi th

vol leyball , indoor soccer, pickle ball. and fitness acti vi ti es.

Figure 3. Overall Average Steps Per Minute for Basketball, Volleyl>all, Indoor Soccer, Pickle Ball,

and Fitness Activity.

::;: 0.. 1/)

250 .00

~OfJ .00

15000

100.00

5000

lj ,j()

323

'

6£-.• 151

"j. 70

26 254 137 Q238

l 132

I~ 182

0 860

135

1.083 • ... 1,2~1 367 .

1.652

837 . 1,113 l ,•3-33

1.698 * 0

... 501 479! 454

39G 353 1.529 658 1,194

32:, 1.185 f 375 413

; ,544 1.4~. 1.120 1 .811) &41 ·49.i (f

1,:-1s0

514 607 1,617

364 851 BBJ

0 51 1 0 1.765 195 1.218

~~ 0 714 1.002

.1 3$1 1,582

1.487 G 9

294 6G7

~ i.on 0

0 1 .~IJ6 888 0

.::11.46? G~a 1,454 4J6

1,283 * 1.07a 1,0"liJ 627*

1,310 ::es 1.766 7BJ 1.333 €l

1,711 1,506

1.085 39B§l .350 • .

1.:e~ 653

568

Pict·el&I Fitneo;s A-:1nnt1es

Activity

I

In reviewing the average steps per minute obta ined

in five curriculum units (bas ketball , volleyball, indoor

soccer, pickle bal l. and fitness activities) during an average

36 minute ti mcf rame, onl y I% - 6% of l he overa II

minimum 12,000 steps per minute reported as appropriate

Asian Journal of Physical Education & Recreation Vol. 19 No. I

for heal thy children were achieved. Table 2 presents

eac h activity. the ave rage number of ste ps fo r eac h

activity and the calculated number of additional minmes

and hours a child would still need lo be ac ti ve 10 reach

the recommended 12,000 lo 16.000 steps per day range.

Table 2. Activity, Average Number of Steps for Each Activity, and Calculated Number of Additiona l Minutes and Hours to Achieve the Recommended 12,000 to 16,000 Steps Per Day Range.

Activity Average Total Steps Per Minutes / Hours Minutes/ Hours Minute to Obtain 12,000 Steps to Obtain 16,000 Steps

Basketball 303 1,428.5 min / 23 .8 hours 1,904.8 min/ 3 1.7 hours

Volleyball 206 2,105.3 min / 35.1 hours 2,807.0 min / 46.8 hours

Indoor Soccer 769 560.7 min / 9.3 hou rs 747.7 min / 12.5 hours

Pickle Ball 414 1,043.5 min / 17.4 hours 1,391.3 min / 23.2 hours

Fitness Activities 145 2.790.7 min / 46.5 hours 3.730.9 min / 62.0 hours

Discussion

The purpose of th is slUdy was lo compare steps per

mi nute from five different curriculu m units (basketball.

volleyball , indoor soccer, pickle ball , and fi tness activitie s)

presented middle school physica l education cla sses and

how physical education step counts compared lo obtaining

the rec om mended 12,000 to 16,000 steps per day for

healthy children.

Overa ll , phys ical educat ion classroom activiti es such

as basketball , volleyba ll , indoor soccer, pickle ba ll , and

fi tness acti vi ties, mea sured during a 36 minute class

timefram e. accounted for approx im ate ly 1% - 6% of

the overall minimum 12,000 steps per minute reported

as appropr iate for healthy chi ldren. When observ ing

the num ber of steps students arc accumulating during

physical education class ti me, physical educators need to

be mindful of keeping students active. One of the most

common ways physical educators negatively affect students'

step counts in class time is during instructional transitions.

Darst & Pangrazi (2002) have stated that inst ructional

transi tions involve a change in instruct ional foc us that, in

turn . demands a reorganization of the class. Many times

when students finish one activity and are moved into

another activity, va luable lime is lost promoting activity

ste p counts. This is ex hibited as students are viewed

standing around waiting lo begin a particular assignment.

Through proper preparation and planning from the middle

sc hool physical ed ucator, students can continue lo be

active without losing time or steps. This can be done by

having a well planned lesson plan with spec ific ac tivities

prepa red with designated amounts of ti me sci aside for

each activity. Another pedagogical practice instructors can

implement in their leaching, allowing students lo continue

in acti vity without losi ng time or steps, is lo set out the

equipment to use on the parameter of the gymnasium (Darst

& Pangrazi , 2002).

Data from this study are onl y compri sed from the

number of steps recorded during 36 minutes of activity

tim e during a physical ed ucation classroom session.

Steps taken during the rest of a child's day were not

recorded and/or measured. An important point lo note

that a child 's physical activity level shou ld not rest solely

on what is achieved during a physical activ ity course,

regard less of the course struclUre or content, but should

be incorporated. and used as an educat ional tool for

school teachers, administrators , a chi ld's fami ly, and the

child, into a chi ld's overa ll daily activity.

When analyzing data from these curriculum unit s.

across ac tivities and gender, two overall insights were

gleaned learned fro m middle school student 's steps per

minute during physica l education class .

First, mal es and females were very similar in the

number o[ steps taken per minute. It was reported that

mal es engaged in 4% more physical activi ty than the

females , resulting in 1.5 increase in minutes of physical

acti vi ty among the males (Scruggs, 2007). Also, it was

fo und middl e school males were genera ll y (i.e. , ac ross

al l grade levels) more act ive than females (Trost, Russell ,

Sallis, Freedson , Taylor, Dowda, & Sirad, 2002). Second.

when looking at each activity, the act ivities that require

more movement have the most steps per minute. While

this may be fa mili ar, middle school physica l educators

can take this in format ion to better help plan lessons that

increase or maximi ze the most steps per minute for their

st ud ents. This also will benefit students, fo r the fact

that they will have more opportunities to have increased

physical activit y. It has been suggested th at middle

sc hool stude nt s prefe r to pa rti ci pate in team spor t

activities (Barney & Deutsch, 2010; Luke & Cope, 1994

& Tannehill , Romar, O'Su ll ivan , England, & Roseburg,

1994). Thus with thi s preferen ce to team sport s and

also if a middle school physical educator's goals is to get

their students in activ ity the majority of the class time.

they may refer to these tea m sports to reach des ired

resu lts.

Conclusion

Data revealed that voll eyba ll and fitn ess act ivit ies

were the lowest steps per minute activities. With this

being the case, phys ical educators may need to revi ew

ways to modi fy these activi ties. Typically, volleyball

and fitness activities tend to have students standi ng and

wa iting to participate, thus decreasi ng their step count.

The phys ica l ed ucator can modi fy these acti vit ies to

increase steps per mi nute taken. For example, students

can do jumpin g jacks or lin e jumps between points

during their voll eyball match. Something similar can also

be modified for students participating in fitness activities.

The data can serve as a beneficial guide when setting

up unit or lesson plans in these two curriculum units, in

regards to implement ing specific, structured class activiti es

fo r all the students. The data can also help guide the

physical educat ion teachers· preparat ion in designing

act ivi ties, which will promote maximum activity patterns

in the class (Ba rney, Mauch , & Pl cban, 2008). The

teachers ca n also use thi s da ta [or th e purpose of

eli minati ng th e students sta ndi ng arou nd durin g these

acti vi ti es, thus res ulting in inc reased student step cou nt s.

Another method that middle school physical edu cators

ca n util ize is the Interne t or a teachers ' webs it e.

Asian Journal of Physical Education & Recreation Vol.19 No.1

Wilkin so n and Sch neck (2 003) fo un d that parent s

responded favorably to a physical educators' website th at

kept them informed about their child's physica l education

class acti vities. Here middle school physical educators

can use a website that can encourage, in fo rm and educate

parents regarding the im portance of hav ing their child be

active to reach the goal of 12,000 steps a day.

Th is study is preliminary in nature and other st udi es

may foll ow along these parameters: investi gati ng steps per

minute with high school students and lifetime activities

(e.g .. golf, tennis, racquetball , and badminton). Final ly.

other studies may be conducted to meas ure steps per

minute achieved throughout the course of a child 's day,

as to better gauge appropriate school physical ed ucation

guideline and curricula for a healthy youth to obtain the

recommended 12,000 to 16,000 steps per day.

Limitations

Limitat ions ol' the curre nt stud y in clude the

possibility of self-report bias in regards to the record ing

of studen ts' number of step count s on thei r stude nt

record sheet. Without a secondary check by the physical

educati on instructor or investi gator, the number of step

counts could have been incorrect ly entered or inflated.

Data may therefore be limited , espec iall y because of

incomple te or inconsistent recording (e.g., missed class

sess ions by the student). An additional limitation of the

current study is the inability to generali ze these findings

to other middle school students in other parts or the

cou ntry. Due to the use of a sample or convenience

from one middle school physical educat ion class, further

generali zation of this data must be approached cautiously.

Further study should be done utili zing multipl e middl e

sc hool physica l education classes at diffe rent schools

and in different regions of the country to explore the

reproducibility of the process and findings .

References

Barfield , J.P .. Rowe. D.A. . & Michael , T. J. (2004).

lnter ins trume nt co nsis tenc y of the ya max dig i­

walker pedometer in elementary school -aged ch ildren .

Meas11reme111 in Phys ical Education and Exercise

Science, 8(2), I 09-116.

Barney, D .. & Deutsch, J. (2010). The effects of middle

school physica l ed ucati on curri culum on stu de nt

att itude.s. Asian Journal of Physic({/ Educarion &

Recre(ltion, 15( 1). 12-20.

I

I

Ba rney, D. , Mauch, L., & Pleban , F. (2008). Measuring

pedometer ste p coun ts in fo ur curr iculum units

in mi ddle school phys ica l educat ion. /CHPER*SD

Journa l rf Research in Hea lth, Physical £d11calion,

Recreal ion, Sporl & Dance, Ill , 43-47.

Beighle, A., & Pangrazi, R.P. (2006). Measuring children's

acti vity levels: The associ ation between step-counts

and acti vi ty time. Journal of Phvsical Activity and

Hea/Jh, 1(3), 1-14.

Beighl e, A., Pangraz i, R.P., & Vi ncent , S. D. (2001 ).

Pedometers, ph ys ica l act ivit y and acco untabilit y.

Journ al of Ph ysica l Educa1io 11 , Recrea lion and

Dance, 72, 16-19, 36.

Com mittee on Prevenlion of Obesily in Children and

Youth . (2005). Pre1•enti11g childhood obesi1y: Health

in 1/i e ba lance . Was hing ton , DC: In st itut e of

Medicine: Author.

Corbin , C. 13 ., & Pangrazi. R. P. (2004). Physical activily

for children: A slalemenl of guidelines for children

ages 5-12 (2nd ed.). Reston. NASPE Publica ti ons.

Darst. PW, & Pangrazi. R.P. (2002). Dynamic physical

ed11 ca1 ion fo r seco nda ry studenls (4th ed.). Sa n

Francisco, CA: Benjamin Cummings.

Easton. R.G., Rowlands, A.V., & lngledcw. D.K. (1998).

Val idit y of hea rt rate, pedometry, and accelerometry

fo r predicting the energy cost of children's acti vit ies .

Journal of Applied Physiology, 84, 364-371.

Hatano, Y. (1993). Use of pedom eter for promoting daily

walking exercise. lnternaJional Co uncil of Health ,

Physical Educalion & Recrea1ion , 28, 4-8.

Hellmich, N. Journey to better litness starts with I0,000

steps. (1999) USA Today. June 29. I.

Ja in , A. (2004). What works for obesity? A s1111l/11ary of

!he research beh ind obesily in tcrven lions. London:

BMJ Publishing Group.

Luke, M.D., & Cope, L. D. (1994). St uden ts altitudes

toward teac her be hav ior and program conte nt in

school physica l education . Th e Physical Ed11ca lor,

5/,(2). 57-66.

Asian Journal of Physical Education & Recreation Vol. 19 No. I

Ogden, C.L ., Car ro ll , M.D., & Cuni n, L.R. (2006).

Prevalence of overweight and obesit y in the uni ted

states. Journal of American Medical Associa1io11, 295,

1549-1555.

Pangrazi. R.P., & Corbin, C.B. ( 1990). Physical fitness:

Quest ions teachers as k. Journ al of Phvsical

Ed11 ca1ion, Recrealion and Dance, 61(7). 14-1 9.

Pate, R.R., Davis , M.G .. Robinson, T.N .. Stone. E. J. ,

McKenzie, T. L., & Young, J.C. (2006). Promoting

physical activity in children and youth: A leadership

role for schools. Circulalion, 114, 1214-1224.

Tudor-Locke, C.E., & Myers, A. M.(2001 ). Methodological

considerations for researchers and pract itioners us ing

pedometers lo measure physical (ambul atory) acti vity.

Research Quarterly for Exercise and Sport , 72, 1-12.

Scruggs, P.W. (2007). Midd le sc hool physica l education

physical activity quantification: A pedometer steps/min

gui deli ne. Research Quarterly for Exercise and Sport.

78, 284-292.

Tannehill , D. , Romar, .I. E., O'Sulli van, M .. England. K.,

& Rosenbu rg, D. (1994). Altitudes towa rd physical

education: Their im pact on how physical education

tea ch ers make se nse of th eir wo rk. Jo urn al of

Teaching III Physical Ed11ca tio11 , 13, 406-420.

Trost, S.G., Russell , R.R., Sallis, J.F., Freedson, P.S .. Taylor, WC,

Dowda, M., & Sirard, J. (2002). Age and gender

differences in object ively measured physica l acti vity

in youth . Medicine & Science in Sport Exercise, 34.

350-355.

Vincent , S. D., & Pa ngraz i, R.P. (2002) Docs reacti vi ty

ex ist in child ren when measuring activ ity levels with

pedometers? Pediatric Exercise Science, 14, 56-63.

Welk, G.J., Corbin, C. B., & Dale, D. (2000). Measurement

iss ues in th e assess ment of phys ica l ac ti vit y in

children. Research Quarterly fo r Exercise and Sport ,

71. 59-73.

Wilkinson. C:.. & Schneck. H. (2003). The effec ts of a

school physical educa tion and hea lth web si te on

parental knowledge of the program . The Physical

Educator, 162-168.