Background/Purpose Learning principles of energy balance early in life is critical for effective weight management. Grounded in the situational interest theory, this study examined the processes and outcomes of using technological tools to regulate adolescents' energy balance.
Method A total of 90 sixth graders (Male: n=44; Caucasian: n=72) from seven physical education classes of two mid-west schools in the U.S. voluntarily participated in this study. The participants were randomly assigned into two groups. The experimental group was asked to utilize a Sensewear armband monitor (BodyMedia, 2009) and a food journal for seven days (morning of Day 1 to morning of Day 8); while the control group was not. All participants were pre- and post-measured on weight, energy balance knowledge, and situational interest.
Analysis/Results It was found that the armband was utilized more frequently and consistently (M+/-SD=85%+/-22% time on body; M+/-SD=7.60+/-1.32 days) than the food journal (M+/-SD=5.65+/-2.21 days). Over the week, energy balance knowledge enhanced (t = -2.49, p < .05); while situational interest decreased (interest: t = 5.20, p < .01; enjoyment: t = 2.53, p < .01). Weight increased but not significantly (M+/-SD=.15+/-2.95lb). The experimental group did not demonstrate superiority than the control in knowledge gain, weight change, and situational interest.
Conclusions The technological tools have the potential to be incorporated into physical education and health education curricula. However, they were found too tacit to render a significant effect on the knowledge and behaviors related to energy balance. Educational strategies with frequent informational feedback are needed to make best use of the technologies.
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