How Feedback and Goal-Setting Impact Children’s Recess Physical Activity

Authors

Ryann Koufoudakis, University of KentuckyFollow
Heather Erwin, University of KentuckyFollow
Aaron Beighle, University of KentuckyFollow
Michelle L. Thornton, Central Washington UniversityFollow

Abstract

International Journal of Exercise Science 9(4): 497-506, 2016. In recent years, schools desire to promote physical activity (PA) for their students but are restricted due to resources being expended in other areas of their curriculum, including standardized testing preparation. Recess/lunch periods have potential to contribute important amounts of PA to youth’s overall levels. Interventions to maximize PA during recess are warranted. The purpose of this study was to demonstrate the impact of feedback and goal-setting on students’ PA during recess. A sample of 136 (67 females, 69 males) 4^th and 5^th grade students in the Southeast United States wore unsealed Walk4Life pedometers during recess for one month. Steps, activity time, participant demographics, and weather were recorded daily. Participants engaged in three conditions during recess: baseline, feedback, and goal-setting. Findings indicated that boys were more active than the girls and the 4^th grade participants were more active than the 5^th grade participants. Results suggest that the goal setting condition was effective in increasing the percentage of time in PA during an unstructured recess period; however, it did not significantly increase participants’ steps per minute levels at recess. Goal-setting with children can be an effective intervention to increase physical activity during recess.

Recommended Citation

Koufoudakis, Ryann; Erwin, Heather; Beighle, Aaron; and Thornton, Michelle L. (2016) "How Feedback and Goal-Setting Impact Children’s Recess Physical Activity," International Journal of Exercise Science: Vol. 9 : Iss. 4, Pages 497 - 506.
DOI: https://doi.org/10.70252/VSHN6146
Available at: https://digitalcommons.wku.edu/ijes/vol9/iss4/12