Department of Experimental Psychology, University of Bristol, Bristol BS81TU, UK.
Psychol Health. 2011 Jan;26(1):3-21. doi: 10.1080/08870440903318119.
This study evaluated a physical activity intervention for children that comprised peer-modelling, pedometer step goals and tangible rewards. A version of the intervention without the reward component was also tested. Participants (n = 386) were from three primary schools, which were randomly assigned to one of three conditions: (i) full intervention, where children received "Fit 'n' Fun Dude" peer-modelling materials and were given daily pedometer goals to receive rewards, (ii) no-rewards intervention, where children received peer-modelling materials and pedometer goals but rewards were not used and (iii) control, where children wore pedometers with no further intervention. Physical activity was measured at baseline, intervention and at the end of a 14-week 'taper' phase. During the intervention, the full intervention school showed the largest increase in physical activity relative to baseline (+2456 steps per day, p < 0.001). There was a smaller increase in the no-rewards school (+1033 steps per day, p < 0.03), and no significant change in the control. At the end of the taper phase, physical activity in the no-rewards school continued to increase (+2030 steps per day, p < 0.001) but had returned to baseline in the full intervention school. The intervention that used only peer-modelling and pedometer goals produced better effects over time.
本研究评估了一项针对儿童的身体活动干预措施，该措施包括同伴示范、计步器目标和有形奖励。还测试了没有奖励部分的干预措施的版本。参与者（n=386）来自三所小学，这些学校被随机分配到以下三个条件之一：（i）完整干预组，该组儿童接受“Fit 'n' Fun Dude”同伴示范材料，并每天设定计步器目标以获得奖励，（ii）无奖励干预组，该组儿童接受同伴示范材料和计步器目标，但不使用奖励，（iii）对照组，该组儿童佩戴计步器，没有进一步的干预。在基线、干预和 14 周“渐弱”阶段结束时测量身体活动。在干预期间，与基线相比，完整干预组的身体活动增加最多（每天增加 2456 步，p<0.001）。无奖励组的增幅较小（每天增加 1033 步，p<0.03），对照组没有显著变化。在渐弱阶段结束时，无奖励组的身体活动继续增加（每天增加 2030 步，p<0.001），但完整干预组已恢复到基线水平。仅使用同伴示范和计步器目标的干预措施随着时间的推移产生了更好的效果。
