Children's Experiences Wearing Pedometers in a Telephone-Delivered Imagery Intervention Aimed at Increasing Active Play

Autor/inn/en	Guerrero, Michelle D.; Hoffmann, Matt D.; Munroe-Chandler, Krista J.; Hall, Craig R.
Titel	Children's Experiences Wearing Pedometers in a Telephone-Delivered Imagery Intervention Aimed at Increasing Active Play
Quelle	In: Research Quarterly for Exercise and Sport, 87 (2016) 4, S.389-395 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0270-1367
DOI	10.1080/02701367.2016.1226475
Schlagwörter	Measurement Equipment; Intervention; Qualitative Research; Imagery; Exercise; Play; Physical Activity Level; Children; Audio Equipment; Auditory Stimuli; Telecommunications; Focus Groups; Interviews; Control Groups; Experimental Groups; Attitude Measures; Elementary School Students; Program Effectiveness; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Messinstrument; Qualitative Forschung; Metaphorik; Übung; Spiel; Child; Kind; Kinder; Audio-CD; Auditive Stimulation; Telekommunikationstechnik; Interviewing; Interviewtechnik
Abstract	Purpose: Much of what we know about pedometer interventions and imagery interventions with children is grounded in quantitative data. The general purpose of the present study was to qualitatively explore the experiences of children who had participated in a 4-week imagery intervention designed to increase active play. Specifically, the current study investigated children's experiences with (a) wearing pedometers and (b) listening to audio recordings (imagery scripts and short stories) via an automated telephone system. Method: Two focus-group interviews were conducted with a subsample of children (aged 9-10 years) who had completed the imagery intervention: 1 interview with children from the imagery group (n = 7) and 1 with children from the control group (n = 5). Results: Findings indicated that children enjoyed wearing pedometers. At the same time, children reported some complaints about wearing these devices (e.g., they are uncomfortable). Children also described that the automated telephone system was fun to use, despite the fact that it was difficult to remember to call the system 3 times each week. Finally, children in the imagery group noted that the imagery scripts were easy to imagine and motivated them to engage in active play, while children in the control group found the short stories interesting. Conclusion: The results of the current study can help researchers and practitioners develop and implement effective pedometer and imagery interventions with children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01