Broyles S T, Drazba K T, Church T S, Chaput J-P, Fogelholm M, Hu G, Kuriyan R, Kurpad A, Lambert E V, Maher C, Maia J, Matsudo V, Olds T, Onywera V, Sarmiento O L, Standage M, Tremblay M S, Tudor-Locke C, Zhao P, Katzmarzyk P T
Pennington Biomedical Research Center , Baton Rouge, LA, USA.
Children's Hospital of Eastern Ontario Research Institute , Ottawa, ON, Canada.
Int J Obes Suppl. 2015 Dec;5(Suppl 2):S36-42. doi: 10.1038/ijosup.2015.17. Epub 2015 Dec 8.
Schools are an important setting to enable and promote physical activity. Researchers have created a variety of tools to perform objective environmental assessments (or 'audits') of other settings, such as neighborhoods and parks; yet, methods to assess the school physical activity environment are less common. The purpose of this study is to describe the approach used to objectively measure the school physical activity environment across 12 countries representing all inhabited continents, and to report on the reliability and feasibility of this methodology across these diverse settings.
The International Study of Childhood Obesity, Lifestyle and the Environment (ISCOLE) school audit tool (ISAT) data collection required an in-depth training (including field practice and certification) and was facilitated by various supporting materials. Certified data collectors used the ISAT to assess the environment of all schools enrolled in ISCOLE. Sites completed a reliability audit (simultaneous audits by two independent, certified data collectors) for a minimum of two schools or at least 5% of their school sample. Item-level agreement between data collectors was assessed with both the kappa statistic and percent agreement. Inter-rater reliability of school summary scores was measured using the intraclass correlation coefficient.
Across the 12 sites, 256 schools participated in ISCOLE. Reliability audits were conducted at 53 schools (20.7% of the sample). For the assessed environmental features, inter-rater reliability (kappa) ranged from 0.37 to 0.96; 18 items (42%) were assessed with almost perfect reliability (κ=0.80-0.96), and a further 24 items (56%) were assessed with substantial reliability (κ=0.61-0.79). Likewise, scores that summarized a school's support for physical activity were highly reliable, with the exception of scores assessing aesthetics and perceived suitability of the school grounds for sport, informal games and general play.
This study suggests that the ISAT can be used to conduct reliable objective audits of the school physical activity environment across diverse, international school settings.
学校是促进体育活动的重要场所。研究人员已经开发了各种工具来对其他场所，如社区和公园，进行客观的环境评估（或“审计”）；然而，评估学校体育活动环境的方法却不太常见。本研究的目的是描述用于客观测量来自代表所有有人居住大陆的12个国家的学校体育活动环境的方法，并报告该方法在这些不同环境中的可靠性和可行性。
国际儿童肥胖、生活方式与环境研究（ISCOLE）学校审计工具（ISAT）的数据收集需要深入培训（包括实地练习和认证），并由各种辅助材料提供便利。经过认证的数据收集者使用ISAT评估ISCOLE中所有参与学校的环境。各地点至少对两所学校或其学校样本的至少5%进行了可靠性审计（由两名独立的、经过认证的数据收集者同时进行审计）。数据收集者之间的项目级一致性通过kappa统计量和百分比一致性进行评估。学校综合得分的评分者间信度使用组内相关系数进行测量。
在12个地点，256所学校参与了ISCOLE。对53所学校（占样本的20.7%）进行了可靠性审计。对于评估的环境特征，评分者间信度（kappa）范围为0.37至0.96；18个项目（占42%）的信度几乎完美（κ=0.80 - 0.96），另外24个项目（占56%）的信度较高（κ=0.61 - 0.79）。同样，总结学校对体育活动支持程度的得分高度可靠，但评估学校场地美观度以及对体育、非正式游戏和一般玩耍的感知适宜性的得分除外。
本研究表明，ISAT可用于在不同的国际学校环境中对学校体育活动环境进行可靠的客观审计。
