Background/Purpose: Pedometers are simple inexpensive tools for the measurement of physical activity that have become more commonly used in society. Reactivity is a concern when using pedometers. An issue not addressed in the literature is if previous knowledge impacts reactivity. The primary purpose of this study was to examine if prior knowledge of pedometers has an effect on reactivity. A secondary purpose was to examine if reactivity exists in 4th – 6th graders.
Method: Participants included 109 (females = 54) upper elementary (4th- 6th grade) students from a suburban charter school. Prior to data collection, students completed a five question, true/false quiz to measure their knowledge of pedometers. Students were asked to wear a pedometer from after-school until before school each day for two weeks. Half of the students wore sealed the first week, the other half wore unsealed and then switched. Pedometers were collected; steps counted, and reset before school each day and were redistributed each afternoon. Missing data was screened according to procedures by Rowe et al (2004).
Analysis/Results: Repeated measures ANOVA results showed that there was no significant difference in step counts between unsealed and sealed conditions (F[1,108]=0.231, p=0.632), nor was there a significant difference in step counts when knowledge regarding pedometers (Quiz Score 0-5) was included as a covariate (F[1,108]=0.001, p=0.979).
Conclusions: Pedometers are inexpensive and reliable tools 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.