Validity of a questionnaire evaluating physical activity level in young children

Abstract

Objective: To assess the validity of a questionnaire for evaluating the physical activity of young children as reported by parents.Methods: Twenty-one male 1st grade elementary school children were the study subjects. The questionnaire contained 3 questions relating to the physical activity of children and was completed by their parents. These questions were: preference for physical activity: like very much, like, don't like; physical activity compared to peers: more than, the same as, less than peers; time spent on exercise activity per day: <30 min, 30 60 min, 60 min or more. We also assessed physical activity more objectively, using a small instrument for calculating total steps, energy expenditure originating from exercise, and total energy expenditure per day. The contribution of the questionnaire items to the objective indices was evaluated by linear regression analysis.Results: Preference for physical activity was significantly associated with all the objective indices. Physical activity compared with peers had links with total energy expenditure. Time spent in activity was related to total steps and energy expenditure from exercise.Conclusion: All the questionnaire items were valid measures for evaluating the physical activity level in young children and could be applied to a large epidemiological survey.

An evaluation of questionnaires assessing physical activity levels in youth populations

“…This may be the reason why some of these questionnaires are carried out in the parents’ presence, and in some cases they even contain a series of questions to be answered by the parent. In any event, it seems that only the “Physical Activity Level in Young Children Questionnaire” (PALYCQ) (Sekine et al, 2002) is intended for six- to seven-year-old children, while the rest are aimed at older populations (Table 2).…”

“…Journal of Child Health Care 17(3) Activity Level in Young Children Questionnaire'' (PALYCQ) (Sekine et al, 2002) is intended for six-to seven-year-old children, while the rest are aimed at older populations (Table 2). Some of these questionnaires were specifically created to be used in different epidemiological studies, for example ''Girls Health Enrichment Multi-site Studies Physical Activity Questionnaire'' (GAQ) (Klesges et al, 2007), or the two self-report instruments developed by Sallis et al (1996) for the ''Child and Adolescent Trial for Cardiovascular Health'', known as the Physical Activity Checklist Interview (PACI), and the Self-Administered Physical Activity Checklist (SAPAC).…”

Confiabilidad de un cuestionario para medir actividad física y comportamientos sedentarios en niños desde preescolar a cuarto grado de primaria

“…Se hizo una evaluación de pruebas de diagnóstico, lo cual requirió el diseño de un nuevo cuestionario con base en el análisis de cuestionarios similares dirigidos a los padres de niños en el grupo de edad del estudio, disponibles en la literatura científica consultada (12)(13)(14)(15)(16)(17)(18)(19)(20)(21)(22); además, se contó con las cifras de población relacionadas con la prevalencia de los comportamientos activos y sedentarios recolectadas en un trabajo anterior (23).…”

“…En la literatura científica revisada se encontraron algunos cuestionarios diseñados para medir la actividad física y los comportamientos sedentarios en niños menores de 10 años que indagan sobre diferentes constructos y dimensiones de la actividad física, como son el contexto, las preferencias y la atracción por la actividad física en los niños, y algunos, además, sobre la alimentación, factores todos que se asocian a la obesidad y el sobrepeso (12)(13)(14)(15)(16)(17)(18)(19)(20)(21)(22).…”

“…En cuanto a la consistencia de criterio, al comparar los cuestionarios con acelerómetros uniaxiales que tienen diferentes puntos de corte, se han registrado coeficientes de correlación de Spearman entre bajos y moderados, y una consistencia interna del constructo de tipo factorial aceptable que explica más del 50 % de la varianza (12)(13)(14)(15)(16)(17)(18)(19)(20)(21)(22).…”