Impact of Pedometer Use and Self-Regulation Strategies on Junior High School Physical Education Students’ Daily Step Counts

in Journal of Physical Activity and Health

Click name to view affiliation

Jane M. Shimon
Search for other papers by Jane M. Shimon in
Current site
Google Scholar
Linda M. Petlichkoff
Search for other papers by Linda M. Petlichkoff in
Current site
Google Scholar
Restricted access


The aim of this study was to determine the impact of pedometer use and self-regulation strategies on adolescents’ daily physical activity.


Junior high school students (n = 113) enrolled in seventh- and eighth-grade physical education classes (52 girls, 61 boys) volunteered to participate in a 5-week study to assess daily step counts. Ten physical education classes were randomly assigned to 1 of 3 groups: (a) self-regulation, (b) open, and (c) control.


A repeated-measures, mixed-model analysis of variance revealed a significant 3 × 4 (Group by Time) interaction effect, F6,290 = 2.64, P < .02. Follow-up analyses indicated participants in the self-regulation group took 2071 to 4141 more steps/d than the control. No other significant differences emerged among groups on step counts.


It appears that having access to and charting daily step counts (ie, self-regulatory strategies) positively influenced young adolescents to attain a higher number of steps/d.

The authors are with the Dept of Kinesiology, Boise State University, Boise, ID 83725-1710.

  • Collapse
  • Expand
All Time Past Year Past 30 Days
Abstract Views 1978 608 10
Full Text Views 13 3 0
PDF Downloads 17 6 0