Background/Purpose Unstructured recess can contribute significantly to youth's daily physical activity (PA) (Beighle et al., 2006). Goal setting is effective for increasing behavior performance outcomes and has not yet been used as a means to increase children's PA levels in a recess setting (Bandura, 1989). The purpose of this study was to determine the impact of goal setting (with specific, difficult, yet attainable goals) on students' PA intensity (PAI) and percent of time in PA (%TPA) during recess.
Method Participants were 139 (67 girls) elementary students from one school. PA was measured with a pedometer during 15-20 minute recess periods. Three conditions existed over four weeks; baseline weeks (Baseline week 1; Washout week 3), Feedback week 2 (pedometer feedback), and Goal-Setting week 4 (goal plus feedback).
Analysis/Results A repeated measures ANOVA was conducted to determine Goal-Setting's effect on PAI and %TPA. No significant differences in participants' PAI existed among all conditions [F(3,414) = 1.10, p = .35]. Participants' %TPA revealed significant time effects [F(3,414) = 7.67, p = .01] between Goal-Setting week and Washout and Feedback weeks (p =.01) with Goal-Setting week having the highest %TPA (67.54%, SD= 15.77%). PAI and %TPA were highest in 4th graders.
Conclusions Boys and younger children revealed the highest PA. Despite no significant PAI time effects, the increase in %TPA during Goal-Setting week suggested that rather than increasing PAI over a shorter time point, students extended their PA over longer bouts of time. Goal setting in children was an effective recess intervention.
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