Creating a Physical Activity Self-Report Form for Youth Using Rasch Methodology.

Measurement of youth's physical activity levels is recommended to ensure that children are meeting recommended activity guidelines. This article describes the creation of an instrument to measure youth's levels of physical activity, where a strong test validation perspective (Benson, 1998) was followed to create the scale. The development process involved a mixed-method (qualitative followed by quantitative) framework. First, focus groups were conducted, where results informed item creation. Next, three alternative forms were created with different response formats to measure childrens' frequency of participation in various physical activities and intensity of participation. Lastly, a sample of over 500 middle school children was obtained, where three different response scales were investigated. The optimal scale considered measurement of physical activity using a three-point Likert frequency; intensity of activity participation did not strongly contribute to the measurement of children's activity levels. The final version form is thought to be acceptable for use with children in surveillance and large-group studies, as well as in smaller sample applications.

Using school-level interviews to develop a Multisite PE intervention program.

The Trial of Activity for Adolescent Girls (TAAG) is a randomized, multicenter field trial in middle schools that aims to reduce the decline of physical activity in adolescent girls. To inform the development of the TAAG intervention, two phases of formative research are conducted to gain information on school structure and environment and on the conduct of physical education classes. Principals and designated staff at 64 eligible middle schools were interviewed using the School Survey during Phase 1. The following year (Phase 2), physical education department heads of the 36 schools selected into TAAG were interviewed. Responses were examined to design a standardized, multicomponent physical activity intervention for six regions of the United States. This article describes the contribution of formative research to the development of the physical education intervention component and summarizes the alignment of current school policies and practices with national and state standards.

Listening to girls and boys talk about girls' physical activity behaviors.

As part of the formative assessment for the Trial of Activity for Adolescent Girls (TAAG), a multicenter study to reduce the decline of physical activity in adolescent girls, girls and boys with diverse ethnicity from six states participated in focus groups and semistructured interviews. Data from 13 girls' focus groups (N = 100), 11 boys' focus groups (N = 77), and 80 semistructured interviews with girls are examined to identify perceptions of girls' physical activity behaviors to help develop TAAG interventions. Both girls and boys talk about physically active girls as being "tomboys" or "too aggressive." Girls are more likely to characterize active girls as "in shape," whereas boys say they are "too athletic." Girls report boys to be influential barriers and motivators in shaping their beliefs about physical activity. Given the strong influence of peers, developing successful interventions for girls should include verbal persuasion, modeling, and social support from both girls and boys.