Table 2 Details of the outcome measures
From: A feasibility study of ‘The StepSmart Challenge’ to promote physical activity in adolescents
Tool | Outcome | Derived variable(s) | Mode of completion | Time point |
|---|---|---|---|---|
ActiGraph GT3X/GT3X+ monitors | Minutes of daily MVPA | Minutes of daily MVPA (physical activity ≥ 2296 counts per minute) | Accelerometer provided to participant to wear for 7 consecutive days and to only remove it when bathing, swimming or sleeping. | T0, T1, T2 |
Minutes of daily light physical activity | Minutes of daily light physical activity (101 to 2295 counts per minute) | |||
Activity counts using the accelerometer were recorded in one second epochs. In order to obtain total minutes of MVPA per day, the data were reintegrated in 60 s epochs before Evenson cut off points were applied to the data [16]. Non-wear time was defined as a run of zero counts lasting more than 60 min [5]. | ||||
Minutes of daily moderate intensity physical activity | Minutes of daily moderate intensity physical activity (2296–4011 counts per minute) | |||
Minutes of daily sedentary time (≤ 100 counts per minute) | ||||
Minutes of daily sedentary time | ||||
Valid data were defined as: (a) a minimum of 8 h/day wear-time; (b) for at least three days ([2] [27];). | ||||
Warwick-Edinburgh Mental Wellbeing Scale [55] | Mental wellbeing | Level of mental wellbeing (sum of 14 items) | Paper-based questionnaire completed by participants. | T0, T1, T2 |
Social support questions from previous research ([40] [49];) | Perceived social support for physical activity | Parental support (average of items 6A, 6B and 6C) | Paper-based questionnaire completed by participants. | T0, T1, T2 |
Parental encouragement (average of items 6D and 6E) | ||||
Teacher support (average of items 6F, 6G and 6H) | ||||
Peer support (average of items 6I, 6J,and 6K) | ||||
Social networks [19] | Friendship networks | Friendship networks (who in your class are you friendly with or hang about with? You can list up to five names) | Paper-based questionnaire completed by participants. | T0, T1, T2 |
Team captain (who do you respect/look up to in your class? Provide first name and surname of one classmate) | ||||
Future orientation scale [42] | Time preferences | Planning horizon score (sum of items 1, 4, 5 and 7) | Paper-based questionnaire completed by participants. | T0, T1, T2 |
Impulsivity score (sum of items 2, 3, 6 and 8) | ||||
Strength and Difficulties Questionnaire [18] | Emotional and behavioural problems | Pro-social (sum of items 1, 4, 9, 17 and 20) | The research team provided class teachers a paper-based Strength and Difficulties Questionnaire (SDQ) to complete at the time participant data collection. The research team collected the SDQs from teachers If they completed the SDQs during this period. If teachers required more time, a date was arranged for the a member of the research team to return the school and collect questionnaire | T0, T1, T2 |
Peer problems (sum of items 6, 11, 14, 19 and 23) | ||||
Hyperactivity/inattention (sum of items 2, 10, 15, 21 and 25) | ||||
Conduct problems (sum of items 5, 7, 12, 18 and 21) | ||||
Emotional symptoms (sum of items 3, 8, 13, 16 and 24) | ||||
Total difficulties score (sum of all scales except pro-social scale) |