A Comparison of Middle School Students Steps Per Minute ...
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2014
A Comparison of Middle School Students StepsPer Minute (SPM) in Five Physical EducationCurriculum units Utilizing Pedometers: An OverallContribution to Attaining the Recommended StepCounts Per Day in ChildrenDavid C. BarneyBrigham Young University, [email protected]
Francis T. Pleban
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Original Publication CitationBarney, D., Pleban, F., Pleban, J., & DeKuiper, J. (2014). Comparison of middle school students stepsper minute (SPM) in five physical education curriculum units: An overall contribution to attainingthe recommended step counts per day in healthy children. Asian Journal of Physical Education &Recreation, 19, (1), 6-13.
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BYU ScholarsArchive CitationBarney, David C.; Pleban, Francis T.; Pleban, Jenny; and DeKupier, Justin, "A Comparison of Middle School Students Steps PerMinute (SPM) in Five Physical Education Curriculum units Utilizing Pedometers: An Overall Contribution to Attaining theRecommended Step Counts Per Day in Children" (2014). All Faculty Publications. 1933.https://scholarsarchive.byu.edu/facpub/1933
AuthorsDavid C. Barney, Francis T. Pleban, Jenny Pleban, and Justin DeKupier
This peer-reviewed article is available at BYU ScholarsArchive: https://scholarsarchive.byu.edu/facpub/1933
Asian Journal of Physical Education & Recreation Vol.19 No.1
A Comparison of Middle School Students Steps Per Minute (SPM) in Five Physical Education Curriculum Units Utilizing Pedometers:
An Overall Contribution to Attaining the Recommended Step Counts Per Day in Children ~·~-~--IA, fu-~fflft#ffi.
rt* ~1: 4Il a ltfa~jjt:lz~~ David Barney
Brigham Young University, U.S.A.
Francis T. PLEBAN Wayne State University, U.S.A.
Jenny PLEBAN Wayne State University, U.S.A.
Justin DeKUPIER Wayne State University, U.S.A.
-------(1------Abstract
The purpose of this study was lo compare pedometer steps per minute from live different curriculum units (basketball.
volleyball , indoor soccer, pickle bal l, and fitness activi ties) in middle school physical education classes as they relate lo
contributing lo the recommended 12,000 to 16,000 steps per day for healthy children. Two hundred and thirt y-two male
and female middle school students part icipated in this study, I 15 males and 117 females. respecti vely. Steps per minute
were measured with pedometers in five curriculum units in midd le school physical education classes; over 36 minutes of
activity ti me. Overall , physical education classroom act iviti es such as basketball , voll eyball, indoor soccer, pick le ball.
and fitness activities, measured during a 36 minute class timeframe, accounted for approx imately 1% - 6% of the overall
mini mum 12,000 steps per day reported as appropriate for healthy children. Pedometers are becom ing a useful tool for
physical educators lo compare sport activity levels in achiev ing the desired 12,000 to 16,000 steps a day fo r midd le school
children. Wi th some modifications, physical educators can educate students and parents alike regarding pedometer use in
helping to achi eve recommended levels of physical activity and prescribed steps per day.
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Introduction
Genera lly, youth arc one of the most acti ve segments
of the US popu lati on; however they also have become
increasi ngly sedentary; leading to an epidem ic of obesity,
orthopedic issues, and metabolic syndrome. For the past
three decades obesity has more than tri pled fo r youth
aged 6 to 11 years and doubled in youth 12 to 19 (Committee
on Prevention of Obesity in Chi ldren and Youth , 2005).
The 2003-04 National Health and Nutrit ion Exam inati on
Survey found that 18.8% of 6 to 11 yea r old youth and
17.4% of 12 to 19 year old youth were overweight (for
both BMI at or above the 85th percent ile but less than 95
percentile for age and gender) (Ogden, Carroll , & Curtain,
2006). Additionall y, it is estimated that between 40%
to 70% of obese children will become obese adults (Jain ,
2004). The National Association for Sport and Physical
Education ( NASl'E) has recommended that 60 minutes of
physical acti vity should be acc umul ated per day (Corbin
& Pangrazi, 2004); with phys ica l ac tiv ity defi ned as
exercise, sport. dance, as wel I as other movement forms.
One segment of a child 's day where they can get a
portion of their 60 minutes of physica l acti vity is during
their school's physica l ed uca ti on class. To fac ilitate
attai ning 60 minutes of phys ical acti vi ty per day, Pate
et al. (2006). ha ve suggested that 50% of a student 's
physical education class ti me should be spent in acti vity
time. So. theoreti ca ll y mi ddle school studen ts shoul d
attain approx imately 20 to 25 minutes of physical activi ty
dur ing a standard phys ica l educa ti on class. However,
how much docs fac ilitating this classroom physica l activity
account fo r reach ing a chil d's recommended total steps
per day?
Anot her meth od of mon it oring a child's dail y
physical acti vity level is to count the number of steps
per minute ut ilizi ng a pedometer; with current research
promoting 10,000 steps a day (Hatano, 1993 & Hel lm ich.
1999). However, continuous research has segmented step
counts per day based on specific popul ations. Currently
ch ild ren 8 to 10 yea rs of age shou ld attai n 12,000 to
16,000 steps a day; 7.000, to 13,000 steps a day for
hea lthy younger adults; 6,000 to 8,500 steps a day fo r
hea lt hy older adult s; and 3.500 to 5,500 steps a day in
individuals wi th disabil it ies and chronic diseases (Tudor-Locke,
& Meyers, 2001).
Asian Journal of Physical Education & Recreation Vol. 19 No. I
Pedometers have been shown to be a val id and
reliable method fo r measuring st udent ac tivi ty in physical
educati on (Bcighle & Pangrazi, 2006: Barfield, Rowe. &
Michael, 2004 & Easton. Rowlands & lngledew, 1998).
Furth ermore, pedometers have bee n fo und to be very
practical , easy to use, and cost effective in the physical
education class sett ing (Barfield , Rowe. & Michael, 2004:
Beighl c, Pangrazi, &Vincent, 2001 & Wel k. Corbin &
Dale, 2000).
Pedometers have been used in the past to investi gate
steps per min ute in mi dd le school physical educat ion
class. The investigator determi ned approximately 76% of
mal es and 60% of the females were active 50% of the
time in ph ysical education class (Sc ruggs, 2007). For
this reason, the purpose of th is study was to compare
steps per minute from five different curriculum units (basketball,
volleyball , indoor soccer, pickle ball. and fi tness act ivities)
presented middle school phys ical education classes and
determine how physica l education step counts contri buted
to obtaining the recommended 12,000 to 16,000 steps per
day for healthy children.
Methods
Participants
Two hundred and thirty-two male and female middle
school students . residi ng in an upper, urban Midwestern
state, pa rti cipated in th is study, 115 ma les and 117
femal es, respec ti vely. All pa rticipants were currentl y
enrolled in either sixth , seventh or eighth grades at the
time of the study. Males and females were simil ar in
rega rds to academi c school standing and ethn icity, with
all parti cipants self- identifyi ng their ethnicity as Whi te/
Non-Hispanic.
Addi tionally, parental consent was obtained , as well
as consent from the middle school princ ipa l and physical
education teacher, before the study proceeded. Al l mi dd le
school students parti cipatin g in this investiga tion we re
verbally informed of the purpose of the study and were
made fa mil ia r with the pedometer at the study's onset.
Stu dents were ass ured that non-participation or withd rawa l
from this st udy would at no ti me affect their grade in
their respect ive phys ical educat ion class. Fu rthermore.
Uni versity Insti tut iona l Review Boa rd (IR B) permission to
conduct this investi gation was obtained and granted before
the onset of the study and any data collect ion.
Pedometer Instrument
The Yamax Digi-Walkcr LS 2525 was the pedometer
chosen to collect student step count s. This pedometer
model recorded the foll owi ng in form ati on: step count ,
distance covered, calorics burned. ti me spent in acti vity.
and a digital clock.
Procedures
On th e days of data co ll ec ti on, stud en ts we re
instru cted by th eir teacher to attac h their pedometer
when th ey ar ri ved lo class. and reset them lo ze ro.
Afterwards the teacher would begin their lesson for the
day. compri sed of the fo llowing four clements: I) an
introductory activ ity. 2) fit ness activities, 3) lesson focus.
and 4) review. First, the teacher would have students
partic ipate in an introductory activity. The purpose of
the introductory activity was to quickly transition students
into a fitness activ ity. For example, students would jog,
skip , jump rope or pl ay a quick game of lag. This
portion of the lesson usually took two to three minutes.
The second portion of the lesson co mpr ised fitness
acti vities focusing on the development of physica l fitness.
Fo r thi s por ti on of th e lesson fitn ess stati ons we re
set up throughout the gymnasium . For example, each
stat ion was comprised of the following: push-ups, va rious
stretc hes , mountain climbers, or exercise bands. Thi s part
of the lesson took approx imately seven to eight minutes:
instruction centering on developing such fitness components
as fl ex ibilit y, mu sc ul ar strengt h, and cardiovascular
endurance. The third portion of the class period focused
on the spec ific lesson conten t. Thi s portion of the
lesso n lasted approxim ately 20 lo 22 minutes where
students worked on skill s. participated in modi fied ga mes,
or pl ayed in a game-like activity. For exa mple, students
could spend lime focusing on improvi ng certain as pects
of a newly taught skill , or play a two-on-two basketball
game.. Finall y. the class ended wi th some type of game
or class rev iew, comprisi ng approximately five minutes.
For example, at the end of class the teacher had students
play a game or acti vity emphasizing what was taught in
class . or ga ther the studen ts toge ther and rev iew what
was taught in the lesson (Darst & Pangrazi , 2002).
Asian Journal of Physical Education & Recreation Vol.19 No. I
Middle sc hoo l ph ys ica l ed uca ti on cl asses were
typically 48 minutes in length. The investigators were
interested in measuring the 36 minutes of act ual ac ti vi ty
time, Da ily Act ivity Time (DAT). To ensure 36 minutes
of ac ti vit y time . student s were given six minu tes to
change into their gym clothes. participated in 36 minutes
of acti vity, and approx imately six minutes lo change back
into their school clothes and prepare fo r their next class
period. Pedometer step count data we re coll ected over
l2 diffe rent class periods. The literat ure has suggested
eight separate times or eight separate class periods arc
sufficient for gathering data when working with youth
in seventh through twe lfth grades (Vincent & Pangrazi .
2002).
When the class period was fi ni shed, students would
retrieve their student record sheet and record the number
of steps they took during the class per iod. When the
students had fini shed filling out their step counts from
the class period. they returned their student record to the
teacher. Only the teacher and the researchers had access
to the student record sheet.
Data Analysis
Data was analyze d using SPSS 14.0 stati sti cal
package for all variables. Descripti ve stati sti cs. including
means and standard deviation s (SDs) were used fo r
categorical variables. Nonparametric stati stics (Man-Whitney
and Kruskal -Wal lis) were used to examine da ily acti vity
time (DAT) among sex , the difference am ong sex and
total steps per minute, and acti vity type related to steps
per minute, respecti vely. A Tukey HSD post hoc analysis
was used lo determi ne steps per minute across phys ica l
education acti vities for all students. A p val ue less than
.05 was used as the determ ining cri teri a for statistical
signi ficance.
Results
Two hundred and thirt y- two (n=232) mal e and
female middle school stud ents parti cipated in thi s study,
I 15 males and 117 females, respectively. All participants
were currently enrolled in either sixth , seventh or eighth
grades at the lime of the study. Males and femal es
were similar in rega rds lo academic school standing and
eth nicity. All participants self-identi fied their ethnicity as
White, Non-Hi spanic.
I
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Daily Activity Time (DAT) did not differ significantly
among sex IF (I, 7946.264) = 2.227, P =.1361, blll did
differ signi fica ntly between ac tivities IF (4. 43784.706)
= 12.270, P=.0011- Table I presents the acti vity. tota l
steps per minute, mean and standard deviat ion. A Man-
Asian Journal of Physical Education & Recreation Vol. 19 No. 1
Whitney Test was conducted 10 eva luate the di ffc rencc
among sex and total steps per minute. Th e Mann
Whitney lest showed that boys and girls do not appear
lo differ in their reported levels of steps per minute (z =
-1.869. p>.05).
Table 1. Means and Standard Deviations for Action 'l)'pe and Total Steps Per Minute.
Activity Total Steps Per Minnte
Basketball 303
Voll eyball 206
Indoor Soccer 769
Pickle Ball 414
Fitness Acti vi ti es 145
Figures I, 2. and 3 illustrate the relationship between
total steps per minute and basketball. voll eyball , indoor
soccer, pickle ball, and fitness activ iti es.
Mean and Standard Deviation
85.6640 ± 35.49
111.6704 ± I 06.45
100.8796 ± 21.69
112.3899 ± 73 .69
112.9599 ± 92.73
Figure 1. Estimated Marginal Means of Steps Per Minute (SPM) Between Gender (O=Males) (!=Females).
Figtu-e 1 Estimated l\farginal Tvleans of spm
130.00 -
125 .00 -
.,, 1~0 .00 -::: ,; o; 11 5.00 -~ 5 11000-
'Gb 8 105.00 -~ ,;:: 100 .00 -E § E 95 .00 ...
"' tl.l 90.00 -
S.5 .00 -
SO .DO -
I
Ba::lretball 1 I I
Volleyball lmloor ~occer Pi.clcle Ball
Activity
I
Fitne:::• Acti,,; tie ::
sex
0 - 1
Asian Journal of Physical Education & Recreation Vol. 19 No.1
Figure 2. Average Steps Per Minute for Males (n = 914) and Females (n = 913).
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sex
A Kruskal -Wallis test was also co nducted and
indicated that the type of act ivi ty students participate in
affects their steps per minute, x2 (4. 11 =1837) = 241.351
p s; .05. Tukey HSD post hock analysis found a .01
level of significa nce when basketball was compared wi th
vol leyball , indoor soccer, pickle ball. and fitness acti vi ti es.
Figure 3. Overall Average Steps Per Minute for Basketball, Volleyl>all, Indoor Soccer, Pickle Ball,
and Fitness Activity.
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Pict·el&I Fitneo;s A-:1nnt1es
Activity
I
In reviewing the average steps per minute obta ined
in five curriculum units (bas ketball , volleyball, indoor
soccer, pickle bal l. and fitness activities) during an average
36 minute ti mcf rame, onl y I% - 6% of l he overa II
minimum 12,000 steps per minute reported as appropriate
Asian Journal of Physical Education & Recreation Vol. 19 No. I
for heal thy children were achieved. Table 2 presents
eac h activity. the ave rage number of ste ps fo r eac h
activity and the calculated number of additional minmes
and hours a child would still need lo be ac ti ve 10 reach
the recommended 12,000 lo 16.000 steps per day range.
Table 2. Activity, Average Number of Steps for Each Activity, and Calculated Number of Additiona l Minutes and Hours to Achieve the Recommended 12,000 to 16,000 Steps Per Day Range.
Activity Average Total Steps Per Minutes / Hours Minutes/ Hours Minute to Obtain 12,000 Steps to Obtain 16,000 Steps
Basketball 303 1,428.5 min / 23 .8 hours 1,904.8 min/ 3 1.7 hours
Volleyball 206 2,105.3 min / 35.1 hours 2,807.0 min / 46.8 hours
Indoor Soccer 769 560.7 min / 9.3 hou rs 747.7 min / 12.5 hours
Pickle Ball 414 1,043.5 min / 17.4 hours 1,391.3 min / 23.2 hours
Fitness Activities 145 2.790.7 min / 46.5 hours 3.730.9 min / 62.0 hours
Discussion
The purpose of th is slUdy was lo compare steps per
mi nute from five different curriculu m units (basketball.
volleyball , indoor soccer, pickle ball , and fi tness activitie s)
presented middle school physica l education cla sses and
how physical education step counts compared lo obtaining
the rec om mended 12,000 to 16,000 steps per day for
healthy children.
Overa ll , phys ical educat ion classroom activiti es such
as basketball , volleyba ll , indoor soccer, pickle ba ll , and
fi tness acti vi ties, mea sured during a 36 minute class
timefram e. accounted for approx im ate ly 1% - 6% of
the overall minimum 12,000 steps per minute reported
as appropr iate for healthy chi ldren. When observ ing
the num ber of steps students arc accumulating during
physical education class ti me, physical educators need to
be mindful of keeping students active. One of the most
common ways physical educators negatively affect students'
step counts in class time is during instructional transitions.
Darst & Pangrazi (2002) have stated that inst ructional
transi tions involve a change in instruct ional foc us that, in
turn . demands a reorganization of the class. Many times
when students finish one activity and are moved into
another activity, va luable lime is lost promoting activity
ste p counts. This is ex hibited as students are viewed
standing around waiting lo begin a particular assignment.
Through proper preparation and planning from the middle
sc hool physical ed ucator, students can continue lo be
active without losing time or steps. This can be done by
having a well planned lesson plan with spec ific ac tivities
prepa red with designated amounts of ti me sci aside for
each activity. Another pedagogical practice instructors can
implement in their leaching, allowing students lo continue
in acti vity without losi ng time or steps, is lo set out the
equipment to use on the parameter of the gymnasium (Darst
& Pangrazi , 2002).
Data from this study are onl y compri sed from the
number of steps recorded during 36 minutes of activity
tim e during a physical ed ucation classroom session.
Steps taken during the rest of a child's day were not
recorded and/or measured. An important point lo note
that a child 's physical activity level shou ld not rest solely
on what is achieved during a physical activ ity course,
regard less of the course struclUre or content, but should
be incorporated. and used as an educat ional tool for
school teachers, administrators , a chi ld's fami ly, and the
child, into a chi ld's overa ll daily activity.
When analyzing data from these curriculum unit s.
across ac tivities and gender, two overall insights were
gleaned learned fro m middle school student 's steps per
minute during physica l education class .
First, mal es and females were very similar in the
number o[ steps taken per minute. It was reported that
mal es engaged in 4% more physical activi ty than the
females , resulting in 1.5 increase in minutes of physical
acti vi ty among the males (Scruggs, 2007). Also, it was
fo und middl e school males were genera ll y (i.e. , ac ross
al l grade levels) more act ive than females (Trost, Russell ,
Sallis, Freedson , Taylor, Dowda, & Sirad, 2002). Second.
when looking at each activity, the act ivities that require
more movement have the most steps per minute. While
this may be fa mili ar, middle school physica l educators
can take this in format ion to better help plan lessons that
increase or maximi ze the most steps per minute for their
st ud ents. This also will benefit students, fo r the fact
that they will have more opportunities to have increased
physical activit y. It has been suggested th at middle
sc hool stude nt s prefe r to pa rti ci pate in team spor t
activities (Barney & Deutsch, 2010; Luke & Cope, 1994
& Tannehill , Romar, O'Su ll ivan , England, & Roseburg,
1994). Thus with thi s preferen ce to team sport s and
also if a middle school physical educator's goals is to get
their students in activ ity the majority of the class time.
they may refer to these tea m sports to reach des ired
resu lts.
Conclusion
Data revealed that voll eyba ll and fitn ess act ivit ies
were the lowest steps per minute activities. With this
being the case, phys ical educators may need to revi ew
ways to modi fy these activi ties. Typically, volleyball
and fitness activities tend to have students standi ng and
wa iting to participate, thus decreasi ng their step count.
The phys ica l ed ucator can modi fy these acti vit ies to
increase steps per mi nute taken. For example, students
can do jumpin g jacks or lin e jumps between points
during their voll eyball match. Something similar can also
be modified for students participating in fitness activities.
The data can serve as a beneficial guide when setting
up unit or lesson plans in these two curriculum units, in
regards to implement ing specific, structured class activiti es
fo r all the students. The data can also help guide the
physical educat ion teachers· preparat ion in designing
act ivi ties, which will promote maximum activity patterns
in the class (Ba rney, Mauch , & Pl cban, 2008). The
teachers ca n also use thi s da ta [or th e purpose of
eli minati ng th e students sta ndi ng arou nd durin g these
acti vi ti es, thus res ulting in inc reased student step cou nt s.
Another method that middle school physical edu cators
ca n util ize is the Interne t or a teachers ' webs it e.
Asian Journal of Physical Education & Recreation Vol.19 No.1
Wilkin so n and Sch neck (2 003) fo un d that parent s
responded favorably to a physical educators' website th at
kept them informed about their child's physica l education
class acti vities. Here middle school physical educators
can use a website that can encourage, in fo rm and educate
parents regarding the im portance of hav ing their child be
active to reach the goal of 12,000 steps a day.
Th is study is preliminary in nature and other st udi es
may foll ow along these parameters: investi gati ng steps per
minute with high school students and lifetime activities
(e.g .. golf, tennis, racquetball , and badminton). Final ly.
other studies may be conducted to meas ure steps per
minute achieved throughout the course of a child 's day,
as to better gauge appropriate school physical ed ucation
guideline and curricula for a healthy youth to obtain the
recommended 12,000 to 16,000 steps per day.
Limitations
Limitat ions ol' the curre nt stud y in clude the
possibility of self-report bias in regards to the record ing
of studen ts' number of step count s on thei r stude nt
record sheet. Without a secondary check by the physical
educati on instructor or investi gator, the number of step
counts could have been incorrect ly entered or inflated.
Data may therefore be limited , espec iall y because of
incomple te or inconsistent recording (e.g., missed class
sess ions by the student). An additional limitation of the
current study is the inability to generali ze these findings
to other middle school students in other parts or the
cou ntry. Due to the use of a sample or convenience
from one middle school physical educat ion class, further
generali zation of this data must be approached cautiously.
Further study should be done utili zing multipl e middl e
sc hool physica l education classes at diffe rent schools
and in different regions of the country to explore the
reproducibility of the process and findings .
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Ba rney, D. , Mauch, L., & Pleban , F. (2008). Measuring
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