Self-Report Measures of Physical Activity
The Three Day Physical Activity Recall (3DPAR) is a self-report instrument based on the Previous Day Physical Activity Recall (PDPAR) and is designed to capture habitual physical activity of adolescents. 3DPAR uses a time-based recall approach over a three-day period. Each day is divided into 34 blocks of time (representing 30 minutes per block) from 7:00am to midnight. Adolescents are asked to record their specific activity (59 common activities are listed for them to select from, each with a numeric code) and the intensity of the activity for each block of time. Physical activity is then determined using the metabolic equivalent (MET) levels. The instrument can be completed during a single 30-45 minute session, making it ideal for school-based data collection.
A Youth Compendium of Physical Activities: Activity Codes and Metabolic Intensities
Validation of a 3-Day Physical Activity Recall Instrument in Female Youth
Previous Day Physical Activity Recall (PDPAR) is a self-report instrument intended to capture the previous day's physical activity of children, specifically after school hours. The PDPAR uses a time-based recall approach by asking the child to recall and record their physical activity from the previous day between 3:00pm and 11:30pm. The time between 3:00pm and 11:30pm is divided into 17 blocks, 30 minutes each. Children are asked to note their specific activity (35 common activities are listed for the child to choose from, each with a numerical code) and the intensity of the activity (very light, light, moderate, or vigorous) per block of time. The physical activity of the child is then determined using the metabolic equivalent, or MET, level.
Evaluation of a Community-based Intervention to Promote Physical Activity in Youth: Lessons from Active Winners
A Prospective Study of the Determinants of Physical Activity in Rural Fifth-Grade Children
Device-Based Measures of Physical Activity
Validation and Calibration of an Accelerometer in Preschool Children
Validation and Calibration of the Actical Accelerometer in Preschool Children
Calibration and Evaluation of an Objective Measure of Physical Activity in Preschool Children
Direct Observation of Physical Activity and Environmental Context
The Obeservation System for Recording Physical Activity in Children (OSRAC)-Preschool is a direct observation toll that is designed to capture physical activity levels of children and the accompanying contexcts in the preschool setting. The OSRAC-P consists of 8 categories with accompanying codes representing activity level, type, location, indoor/outdoor context, group composition, initiator, and prompts.
Observation System for Recording Physical Activity in Children - Preschool (OSRAC-P)
The OSRAC-H is a direct observation tool designed to capture physical activity levels of children and the accompanying contexts in the home environment. The OSRAC-H uses the same activity level and type codes as the OSRAC-P but has specific codes within categories for indoor and outdoor context, initiator, group composition, and prompts specific to the home environment. There are also 2 new categories: engagement and TV use, unique to the OSRAC-H.
Observation System for Recording Physical Activity in Children - Home (OSRAC-H)
The OSRAC-E is a direct observation tool designed to capture physical activity levels of children and the accompanying contexts in the elementary school environment. The OSRAC-E uses a similar structure as the OSRAC-P and OSRAC-H but has unique categories and codes specific to the elementary school environment. These include location, setting, instructional, context, and reactivity.
The OSRAC-DD is an observation tool that is designed to assess the physial activity levels of children with developmental disabilities in the preschool setting. This observation instrument was informed by the OSRAC-P and uitlizes many of the same codes and definitions for categories including physical activity level, type, location, indoor context, outdoor context, and group contexts. Two new categories were added to the instrument to assess repetitive and stereotypic behaviors and interaction between the focal child and others in the environment. Additional codes were created to the context of therapy settings (e.g., physical, speech, occupational, and music therapy) and interactions with therapists or other resource personnel.
Measures of Social Cognitive Influences on Physical Activity
Construct validity of Selected Measures of Physical Activity Beliefs and Motives in Fifth and Sixth Grade Boys and Girls
Factorial Validity and Invariance of the Physical Self-Description Questionnaire Among Black and White Adolescent Girls
Factorial Validity and Invariance of the Center for Epidemiologic Studies Depression (CES-D) Scale in a Sample of Black and White Adolscent Girls
Factorial Invariance and Latent Mean Structure of Questionnaires Measuring Social-Cognitive Determinants of Physical Activity among Black and White Adolescent Girls