Associations between physical activity, resilience, and quality of life in people with inflammatory bowel disease.

AIM: Research has shown that moderate-to-vigorous physical activity (MVPA) is associated with higher health-related quality of life (HRQOL) in healthy individuals. Recent studies have suggested that low- to moderate-intensity physical activity can be beneficial to HRQOL in people with inflammatory bowel diseases (IBD); however, studies investigating associations between MVPA and HRQOL in this population are lacking. PURPOSE: To understand the relationships among walking, MVPA, resilience, and HRQOL in people with IBD. METHODS: People with IBD (n = 242) completed questions about physical activity, resilience and HRQOL. Pearson product-moment correlations and multiple regression analyses were used to identify associations between physical activity and HRQOL. Analysis of covariance was used to compare HRQOL over quartiles of walking and MVPA with demographic variables as covariates. RESULTS: Both walking and MVPA were independently associated with physical (ß = 0.21 and ß = 0.26, respectively; p ≤ 0.001) but not mental HRQOL (p > 0.05). Higher volumes of MVPA were significantly associated with physical HRQOL (quartile 1 40.3 ± 9.0 vs. quartile 4 47.4 ± 9.0; p < 0.001) while higher volumes of walking were associated with both physical and mental HRQOL (p ≤ 0.01). CONCLUSIONS: The findings suggest that engaging in higher volumes of MVPA above 150 min/week and walking, particularly above 60 min/week, are associated with improved HRQOL in people with IBD. Research would benefit from investigating participation in MVPA as a coping strategy, in a longitudinal manner, to determine which modes of activity may be most beneficial to people with IBD.

A comparative analysis of pedometry in measuring physical activity of children.

PURPOSE: The purpose of this study was to examine the step and physical activity time output features of the Walk4Life LS2505 pedometer under field physical activity conditions. METHODS: Data were collected on 288 (12.62 +/- 1.23 yr) participants during a school-based structured physical activity program. Participants' physical activity levels were concurrently measured via the Yamax SW701 (Yamax Corp., Japan) and Walk4Life LS2505 (Walk4Life Inc., Plainfield, IL) pedometers, and System for Observing Fitness Instruction Time (SOFIT) physical activity coding mechanism. Relative and absolute agreement between SW701 (criterion) and LS2505 steps per minute, and SOFIT (criterion) and LS2505 physical activity time (min) were analyzed overall, and across physical activity content themes and physical activity quartiles. RESULTS: Physical activity measure correlations were moderately strong to strong (r = 0.85-0.98, P < 0.05); however, the LS2505 significantly underestimated steps per minute (M(diff) = 6.37 +/- 5.79, P < 0.05) and overestimated physical activity time (M(diff) = -7.73 +/- 3.13, P < 0.05). When LS2505 steps per minute were examined across physical activity themes and quartiles, clinically acceptable absolute error scores (

The Impact of Low Accelerometer Wear Time on the Estimates and Application of Sedentary Behavior and Physical Activity Data in Adults.

BACKGROUND: This investigation sought to determine how accelerometer wear (1) biased estimates of sedentary behavior (SB) and physical activity (PA), (2) affected misclassifications for meeting the Physical Activity Guidelines for Americans, and (3) impacted the results of regression models examining the association between moderate to vigorous physical activity (MVPA) and a clinically relevant health outcome. METHODS: A total of 100 participants [age: 20.6 (7.9) y] wore an ActiGraph GT3X+ accelerometer for 15.9 (1.6) hours per day (reference dataset) on the hip. The BOD POD was used to determine body fat percentage. A data removal technique was applied to the reference dataset to create individual datasets with wear time ranging from 15 to 10 hours per day for SB and each intensity of PA. RESULTS: Underestimations of SB and each intensity of PA increased as accelerometer wear time decreased by up to 167.2 minutes per day. These underestimations resulted in Physical Activity Guidelines for Americans misclassification rates of up to 42.9%. The regression models for the association between MVPA and body fat percentage demonstrated changes in the estimates for each wear-time adherence level when compared to the model using the reference MVPA data. CONCLUSIONS: Increasing accelerometer wear improves daily estimates of SB and PA, thereby also improving the precision of statistical inferences that are made from accelerometer data.

Quantifying physical activity via pedometry in elementary physical education.

PURPOSE: The objective of this study was to determine a pedometer steps per minute standard for quantifying the lesson time that first- and second-grade physical education students spent in moderate to vigorous physical activity (MVPA). METHODS: The sample was divided into validation (N = 246) and cross-validation (N = 123) samples using the holdout technique. Using the criterion test model, steps per minute cut points were empirically and judgmentally determined. C-SOFIT systematic observation was the criterion instrument and pedometry was the predictor instrument. Data were collected from 45 physical education lessons implemented in six schools. The three-step analytic procedure of computing mastery/nonmastery outcome probabilities, phi coefficients, and error proportions was used to determine the optimal steps per minute cut point for quantifying 33.33% of the physical education lesson time engaged in MVPA within a 30 class. RESULTS: Steps per minute was highly correlated with observation (r = 0.74-0.86, P < 0.0001). Five steps per minute scores that were accurate indicators of 33.33% of the class time engaged in MVPA in the validation sample were accurate indicators of steps per minute in the cross-validation sample. The optimal steps per minute cut point ranged from 60.00 to 63.00, which is equivalent to 1800-1890 steps in a 30-min physical education class. CONCLUSION: Data supports the use of pedometry steps per minute values as an accurate indicator of MVPA. Pedometry demonstrates promise as a viable large-scale surveillance instrument for measuring MVPA in physical education.

Developing a statewide childhood body mass index surveillance program.

BACKGROUND: Several states have implemented childhood obesity surveillance programs supported by legislation. Representatives from Idaho wished to develop a model for childhood obesity surveillance without the support of state legislation, and subsequently report predictors of overweight and obesity in the state. METHODS: A coalition comprised of the Idaho State Department of Education and 4 universities identified a randomized cluster sample of schools. After obtaining school administrator consent, measurement teams traveled to each school to measure height and weight of students. Sex and race/ethnicity data were also collected. RESULTS: The collaboration between the universities resulted in a sample of 6735 students from 48 schools and 36 communities. Overall, 29.2% of the youth in the sample were classified as overweight or obese, ranging from 24.0% for grade 1 to 33.8% for grade 5. The prevalence of overweight and obesity across schools was highly variable (31.2 ± 7.58%). Hierarchical logistic regression indicated that sex, age, race/ethnicity, socioeconomic status, and region were all significant predictors of overweight and obesity, whereas school was not. CONCLUSIONS: This coalition enabled the state of Idaho to successfully estimate the prevalence of overweight and obesity on a representative sample of children from all regions of the state, and subsequently identify populations at greatest risk.

Pedometer steps/min in physical education: does the pedometer matter?

OBJECTIVES: The investigation sought to replicate previous Yamax physical education steps/min findings by quantifying physical activity via pedometry albeit with the Walk4Life (W4L) pedometer. Specifically, the objective was to determine steps/min cut point intervals for the 33% and 50% physical activity (i.e., percent of lesson time engaged in physical activity [%PA]) physical education guidelines via the W4L pedometer. DESIGN: Field-based criterion-referenced validation. METHODS: Data were collected from 75 lessons on 411 fifth- through twelfth-grade (M(age)=13.83±2.17 y) participants who had concurrently measured pedometer and behavioural observation data. The W4L and Yamax pedometer outcome measure was steps/min, and observation measure was %PA. Pearson r correlation and diagnostic (i.e., sensitivity, specificity, and receiver-operating characteristic [ROC] curve) tests were conducted. RESULTS: (a) Steps/min and %PA demonstrated a strong relationship (W4L, r=0.96, p=0.0001; Yamax, r=0.96, p=0.0001), (b) W4L pedometer steps/min accurately discriminated (ROC area under curve ≥ 98%) between achievement or non-achievement of %PA guidelines, (c) the W4L steps/min cut point intervals for the 33%PA guideline (55.0-59.5) were significantly lower than those found for the Yamax pedometer (60.8-65.0), and (d) a borderline overlap was found between W4L (75.7-79.5) and Yamax (79.1-85.8) steps/min cut point intervals for the 50%PA guideline. CONCLUSIONS: W4L steps/min demonstrated a strong relationship with %PA, and outstanding accuracy for physical education physical activity guideline discrimination; however, steps/min values indicative of physical education physical activity guideline achievement is pedometer brand dependent, and should be considered for steps/min implementation and surveillance.

Quantifying physical activity in physical education via pedometry: a further analysis of steps/min guidelines.

BACKGROUND: The validity of common pedometer steps/min guidelines for 1st-12th grade physical education physical activity (PA) recommendations (ie, 33% and 50% PA) was investigated. METHODS: Data sets from previous research, where physical education PA was quantified via pedometry, were combined. Participants (1st-12th grade, N = 1152) with concurrent steps/min and observed %PA scores were included. Data were analyzed using correlation, regression, and receiver-operator-characteristic (ROC) statistics. Alpha was set at .05. RESULTS: Overall, by gender and school level group (ie, 1st-6th, 7th-12th) PA outcome measures were strongly correlated and significant (r = .85-.92). Steps/min2, lesson time3, stature4, and BMI5 were significant predictors (r12.345=.91) of %PA1. Steps/min accounted for 85.4% of the variance for %PA; however, the other predictors only accounted for an additional 0.5%. ROC analyses indicated that steps/min was an excellent discriminator (AUC ≥ .90) of %PA guideline achievement. Steps/min values of 60.6 and 82.2 were the most accurate cut points overall for the 33% and 50% PA guidelines, respectively. Steps/min cut points for gender and school level demonstrated agreement with the overall steps/min cut points. CONCLUSIONS: These findings support the contention that common steps/min guidelines can be applied in the surveillance of physical education PA.

Middle school physical education physical activity quantification: a pedometer steps/min guideline.

The objective of the study was to improve physical activity (PA) surveillance of the Healthy People 2010 Objective 22:10 (i.e., 50% of the lesson time engaged in PA) by establishing a pedometer steps/min guideline to quantify time engaged in PA during physical education. A sample of 180 middle school students had their PA measured via pedometry (steps/min) and behavioral observation (PA time). Factorial analyses of variance were used to examine PA differences. Linear and logistic regression, decision accuracy, and receiver-operating-characteristic (ROC) statistics were used to test steps/min cut points against the 50% PA recommendation. PA differences were not found (p > .01). Steps/min was a significant (p < or = .01) predictor of PA time, and the binary outcome of meeting or not meeting the PA recommendation. A steps/min interval of 82-88 was an accurate indicator of the 50% PA recommendation. The ROC statistic was .97 (p < or = .01), suggesting steps/min was an excellent discriminator of the binary outcome. Pedometer steps/min is a valid, objective, and practical approach for surveillance of physical education PA, a key physical education and public health outcome.

Quantifying activity time via pedometry in fifth- and sixth-grade physical education.

BACKGROUND: The aim of this study was to advance physical activity (PA) surveillance in physical education (PE) by establishing a steps/min guideline that would accurately classify fifth and sixth graders as engaging in PA for 10 min or one-third of the PE lesson time. METHODS: Data were collected on 147 (11.48 +/- 0.83 y) girls and boys in 14 intact classes from five schools. PA was assessed via behavioral observation (i.e., criterion) and pedometry (i.e., predictor). Logistic and linear regression techniques were employed to generate pedometer steps/min cut points. Classification of outcome probability (c), sensitivity, specificity, and receiveroperating- characteristic (ROC) curve statistics tested the decision accuracy of generated steps/min cut points. RESULTS: PA measures were strongly correlated (r = 0.80, P < 0.01). A steps/min interval of 60 to 62 was the best cut point indicator of students meeting the PA guidelines. CONCLUSIONS: Findings support steps/min as an accurate quantifier of PA time in structured PA programs. PA surveillance via pedometry in PE using empirically derived criteria is an objective, valid, and practical mechanism for assessing a primary PE and public health outcome.

Quantifying physical activity in first-through fourth-grade physical education via pedometry.

The aim of this study was to determine pedometry steps per minute (SPM) cutscores that accurately quantify physical activity (PA) time in first- through fourth-grade physical education. A total of 257 participants were grouped in two data pools, first- and second-grade (n = 126), and third- and fourth-grade (n = 131). Systematic observation was the PA criterion instrument and pedometry was the predictor instrument. Correlations between physical activity measures were strong (r = .82-.89, p < .01). Ten min of PA and 33.33% of the lesson time engaged in PA within a 30-min class can be quantified by 61-63 SPM for first- and second-grade, and 58-61 SPM for third- and fourth-grade. IN CONCOLUSION: (a) SPM values were a valid indicator of students achieving or not achieving PA criteria, and (b) pedometry is a valid and practical tool for physical activity surveillance within physical education.