The purpose of this study was to examine the pedometer-measured physical activity levels of high school students (Grades 9–12). Comparisons were made between sexes, among grades, among groups based on level of participation in sport and physical education, and among groups based on levels of self-reported physical activity (based on questions from the National Youth Risk Behavior Surveillance System). Participants wore sealed pedometers for 4 consecutive school days. Results indicated no differences among days of monitoring but did show significant differences in mean steps per day between sexes, among grades, and among activity levels. Males took more steps per day than females did, and 10th graders took more steps than 12th graders did. Teens involved in sport and physical education took more steps than did those not involved. Teens who reported meeting both moderate and vigorous activity recommendations were most active, followed by teens meeting recommendations for moderate activity.
Bridgette E. Wilde, Charles B. Corbin and Guy C. Le Masurier
Charles B. Corbin, Robert P. Pangrazi and Guy C. Le Masurier
Benjamin A. Sibley, Jennifer L. Etnier and Guy C. Le Masurier
Recent reviews of the literature have demonstrated that exercise has a positive impact on cognitive performance. The purpose of this study was to assess the impact of an acute bout of aerobic exercise on executive functioning in college-age adults. For the experimental intervention, the effects of 20 min of self-paced moderate-intensity exercise on a treadmill were compared to the effects of a 20-min sedentary control period. Executive functioning was assessed using Stroop color-word interference and negative priming tests. Results indicated that the bout of exercise led to improved performance on the Stroop color-word interference task but no change in performance on the negative priming task. This finding suggests that exercise may facilitate cognitive performance by improving the maintenance of goal-oriented processing in the brain.
Michael W. Beets, Guy C. Le Masurier, Aaron Beighle, David A. Rowe, Charles F. Morgan, Jack Rutherford, Michael Wright, Paul Darst and Robert Pangrazi
The purpose of this study was to cross-validate international BMI-referenced steps/d cut points for US girls (12,000 steps/d) and boys (15,000 steps/d) 6 to 12 years of age.
Secondary pedometer-determined physical activity data from US children (N = 1067; 633 girls and 434 boys, 6 to 12 years) were analyzed. Using international BMI classifications, cross-validation of the 12,000 and 15,000 steps/d cut points was examined by the classification precision, sensitivity, and specificity for each age–sex stratum.
For girls (boys) 6 to 12 years, the 12,000 (15,000) steps/d cut points correctly classified 42% to 60% (38% to 67%) as meeting (achieved steps/d cut point and healthy weight) and failing (did not achieve steps/d cut point and overweight). Sensitivity ranged from 55% to 85% (64% to 100%); specificity ranged from 23% to 62% (19% to 50%).
The utility of pedometer steps/d cut points was minimal in this sample given their inability to differentiate among children who failed to achieve the recommended steps/d and exhibited an unhealthy weight. Caution, therefore, should be used in applying previous steps/d cut points to US children.
Guy C. Le Masurier, Aaron Beighle, Charles B. Corbin, Paul W. Darst, Charles Morgan, Robert P. Pangrazi, Bridgette Wilde and Susan D. Vincent
The purpose of this study was to describe the pedometer-determined physical activity levels of American youth.
A secondary analysis of six existing data sets including 1839 (1046 females, 793 males; ages 6 to 18) school-aged, predominantly white subjects from the southwest US. Grade clusters for elementary (grades 1 to 3), upper elementary (grades 4 to 6), middle school (grades 7 to 9), and high school (grades 10 to 12) were created for statistical analysis.
Males in grades 1 to 3 and 4 to 6 accumulated significantly more steps/d (13,110 ± 2870 and 13,631 ± 3463, respectively; P < 0.001) than males in grades 7 to 9 and 10 to 12 (11,082 ± 3437 and 10,828 ± 3241). Females in grades 1 to 3 and 4 to 6 accumulated significantly more steps/d (11,120 ± 2553 and 11,125 ± 2923; P < 0.001) than females in grades 7 to 9 and 10 to 12 (10,080 ± 2990 and 9706 ± 3051).
Results are consistent with those reported for other objective assessments of youth activity indicating that males are typically more active than females and physical activity is less prevalent among secondary school youth than those in elementary school. Pedometer-determined physical activity levels of youth, including secondary school youth, are higher than reported for adult populations.