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ERIC Number: EJ1120067
Record Type: Journal
Publication Date: 2016
Pages: 7
Abstractor: As Provided
ISSN: ISSN-0270-1367
Children's Experiences Wearing Pedometers in a Telephone-Delivered Imagery Intervention Aimed at Increasing Active Play
Guerrero, Michelle D.; Hoffmann, Matt D.; Munroe-Chandler, Krista J.; Hall, Craig R.
Research Quarterly for Exercise and Sport, v87 n4 p389-395 2016
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.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A