ERIC Number: EJ1073384
Record Type: Journal
Publication Date: 2015-Sep
Abstractor: As Provided
Classroom-Based Interdependent Group Contingencies Increase Children's Physical Activity
Kuhl, Sarah; Rudrud, Eric H.; Witts, Benjamin N.; Schulze, Kimberly A.
Journal of Applied Behavior Analysis, v48 n3 p602-612 Sep 2015
This study investigated the effects of 2 interdependent group contingencies (individual vs. cumulative classroom goal setting) on the number of pedometer-recorded steps taken per day. Thirty third-grade students in 2 classrooms participated. An ABACX design was conducted in which the X phase referred to a replication of the most successful phase (i.e., B or C). Results indicated that individual goal setting, rather than cumulative classroom goal setting, was more effective in increasing the number of steps taken per day on average. Results suggest that individual feedback may be an important factor in attaining desired results.
Descriptors: Children, Physical Activities, Goal Orientation, Measurement Equipment, Elementary School Students, Grade 3, Feedback (Response)
Wiley Periodicals, Inc. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: firstname.lastname@example.org; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Primary Education; Early Childhood Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A