Children and Pedometers: A Study in Reactivity and Knowledge

Pedometers are simple inexpensive tools that are widely used for the measurement of physical activity. Reactivity is always a concern when using pedometers. An issue not yet addressed is the role previous knowledge has on the impact of reactivity. The primary purpose of this study was to examine if reactivity exists in 4(th)–6(th) grade students and if prior knowledge about pedometers had an effect on reactivity. Participants included 109 (54 females) 4(th)–6(th) grade students from a suburban charter school. Prior to data collection, students completed a questionnaire to measure their knowledge of pedometers. Pedometers were worn from after-school until before school each day for two weeks with half of the students wearing sealed devices the first week, then switching to unsealed. Steps were counted and pedometers were redistributed each afternoon. Repeated measures ANOVA results showed no significant differences in step counts between unsealed and sealed conditions, or when knowledge and experience regarding pedometers was included as a covariate. Pedometers are inexpensive and reliable tools that researchers and educators can use to measure physical activity. In this study reactivity did not occur with older elementary students and a student’s knowledge of pedometers did not affect reactivity.