Test-retest reliability of a measure of perceived activity compensation in primary school children and their parents: a mixed methods study

Swelam, Brittany A; Salmon, Jo; Arundell, Lauren; Timperio, Anna; Moriarty, Abbe L.; Ridgers, Nicola D.

doi:10.1080/02640414.2022.2151751

Cited by 2 publications

(7 citation statements)

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“…In addition, the "usual" measure consisted of perceptions to scenarios of both activity restriction and imposition (although split evenly), which may have resulted in a seemingly median score in cases where responses to restriction and imposition were at opposite extremes. It must also be noted that there was a wide range in the 95% confidence interval for the intraclass correlation coefficient used to determine the test-retest reliability of the "usual" measure in a previous study, which ranged from poor to good, based on the original study (10). Further, the current study did not report children's after-school activities (e.g., organized sport) or whether such activities may have had an effect on the alignment of usual compensation perceptions and compensation recall.…”

Section: Discussionmentioning

confidence: 99%

“…In week 1, self-reported usual compensation was assessed using a 17-item survey (10) that consisted of three sections. An overview of the self-reported usual compensation survey has been provided in Table 1.…”

Section: Methodsmentioning

confidence: 99%

“…All 17 items were summed to compute an overall “usual compensation” score (range, 17–68). In a previous study (10), the reliability of the summed survey scale was assessed using a 7-d test–retest design in a sample of primary school children 8–12 yr old from three schools. The summed survey scale score demonstrated fair to good test–retest reliability (21) and acceptable internal consistency (22) (intraclass correlation coefficient = 0.58, 95% CI = 0.18–0.81, Cronbach α ≥0.84 (10)).…”

Section: Methodsmentioning

confidence: 99%

“…In a previous study (10), the reliability of the summed survey scale was assessed using a 7-d test–retest design in a sample of primary school children 8–12 yr old from three schools. The summed survey scale score demonstrated fair to good test–retest reliability (21) and acceptable internal consistency (22) (intraclass correlation coefficient = 0.58, 95% CI = 0.18–0.81, Cronbach α ≥0.84 (10)). The usual compensation survey can be found in Supplemental Information (see Supplemental Digital Content, Survey Matrices, http://links.lww.com/MSS/C827).…”

Section: Methodsmentioning

confidence: 99%

“…However, awareness or consciousness of such a response may suggest that outside levels of influence (e.g., environmental influence) can affect compensatory responses (3), which may indicate that compensation may be a "state" (i.e., occurs in response to situational factors). A self-report measure has been developed to assesses children's perceptions of their usual compensatory responses; that is, whether they think they typically compensate after periods of more or less activity than usual on a given day (10) and potential reasons for compensating. Examples of such periods may include a wet weather timetable day at school where physical activity is restricted or exposure to an extra physical education class during the day.…”

mentioning

confidence: 99%

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Exploring Children’s Self-Reported Activity Compensation: The REACT Study

Swelam

Arundell

Salmon

et al. 2023

Medicine &Amp; Science in Sports &Amp; Exercise

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PurposePrevious research has focused on device-based measures of activity compensation, with little understanding of how children perceive potential compensatory responses to activity or inactivity, or whether these change after periods of activity or inactivity. The aim of this study was (a) to explore the alignment between children’s self-reported usual compensation and compensation recall after experimental conditions and (b) to examine sex differences.MethodsIn total, 360 children (47% boys) participated in at least one of three experimental conditions over 6 wk: (a) restricted physical activity (PA; indoor play), (b) imposed moderate- to vigorous-intensity PA (MVPA; sports class), and (c) imposed light-intensity PA (LPA; standing lesson). Before the first condition, children reported their “usual compensation” behavior to examples of restricted/imposed PA, and 2–3 d after each experimental condition, they completed a recall measure of their compensation after the condition. Multilevel regression models were conducted to determine whether children’s perceptions of “usual compensation” score were associated with recalled compensation score after imposed or restricted PA. Additional models were fitted for sex-specific associations.ResultsOverall and among girls, the usual compensation score was positively associated with the compensatory recall score for the additional MVPA and LPA conditions (P < 0.0005; e.g., they thought they would usually compensate for additional MVPA and then perceived that they compensated after additional MVPA). A negative association was seen in the restricted activity condition among girls (P = 0.03). All associations in the boys’ analyses were statistically nonsignificant.ConclusionsThese findings suggest some alignment between children’s self-reported usual compensation and compensation recall after imposed changes to routine activity. Future research should consider device-measured comparisons and identify characteristics of children at risk of activity compensation in future interventions.

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

mentioning

confidence: 99%

See 3 more Smart Citations

Exploring Children’s Self-Reported Activity Compensation: The REACT Study

Swelam

Arundell

Salmon

et al. 2023

Medicine &Amp; Science in Sports &Amp; Exercise

Self Cite

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Compensatory behavior of physical activity in adolescents – a qualitative analysis of the underlying mechanisms and influencing factors

Beck,

Swelam,

Dettweiler

et al. 2024

BMC Public Health

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Introduction Compensatory behavior of physical activity (PA) based on the ActivityStat hypothesis in adolescents is scarcely investigated, and existing studies showed inconclusive results. Understanding the compensatory behavior in a holistic way is important as this can help to improve intervention outcomes and thus, increase the PA levels in adolescents. Thus, the aim of the present study is to investigate the occurrence, direction, timeframe, and ratio of habitual activity compensation in adolescents. Furthermore, we want to identify the awareness of compensation and factors that influence compensatory behavior. Methods The present qualitative study used a mixed methods crossover analysis design. Participants (N = 15, 8 boys and 7 girls) were adolescents aged 11–15 years (mean age 13.04 ± 1.28). They provided a habitual weekly schedule with habitual/regular activities and their intensity. Participants then kept an activity diary over one week to capture their actual behavior. After that, data were compared and deviations > ±20% were considered as compensation opportunities. On this basis, deviations were descriptively analyzed for compensatory behavior and were coded as positive and negative compensatory behavior. Further, for each compensation, the ratio of compensation (MET-minutes of the compensating activity/MET-minutes of the activity that was compensated) was calculated. Additionally, interviews were conducted to explore perceptions and influencing factors for (no) compensation. Results Overall, 198 compensation opportunities were identified with deviations greater ± 20%. Of these, 109 opportunities were compensated overall (69 within-day, 40 between-day). Negative compensation took place in 57 opportunities and 52 opportunities were compensated positively. Most of the deviations were overcompensated (compensation/deviation > 100%). About half of the adolescents (N = 8) were not aware about their compensatory behavior, and only one boy was aware of all his compensatory behavior. The most mentioned influence for positive compensation were social support by friends and good weather. As influencing factors for negative compensation, tiredness as well as no need for movement were mentioned predominantly. No negative compensation occurred because adolescents wanted to stick to their routines or participated in hedonistic activities. Discussion Summarizing the findings, the present study delivered new insights into the field of compensatory behavior in adolescents. Nevertheless, compensatory behavior was not consistently observed regarding the occurrence of compensation, direction, timeframe and ratio. However, social support appears to be an important factor to compensate positively or to avoid a negative compensatory behavior. Further, it seems to be helpful to support individuals in their search for hedonistic activities as well as in the establishment of routines.

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Test-retest reliability of a measure of perceived activity compensation in primary school children and their parents: a mixed methods study

Cited by 2 publications

References 39 publications

Exploring Children’s Self-Reported Activity Compensation: The REACT Study

Exploring Children’s Self-Reported Activity Compensation: The REACT Study

Compensatory behavior of physical activity in adolescents – a qualitative analysis of the underlying mechanisms and influencing factors

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