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| Introducing the accelerometer | |
| (i) For school-based studies, introduce the research to the whole class. This may help reduce curiosity of others and reduce the risk or bullying | |
| (ii) Providing alternative “placebo” devices (e.g., pedometer) to other pupils may help in involving all pupils and reduce stigma | |
| (iii) Explain to participants that the accelerometer is not “watching” them, that is, there is no camera or microphone, and only the researcher will see the results. This is particularly important for younger children. Showing participants an example of what these data look like (e.g., a graph) may help them to understand what is being recorded | |
| (iv) Consider the use of “role models” to promote the wearing of an accelerometer | |
| (v) Present the accelerometer in a positive way, for example, by wearing it, the participant is helping us to understand how they and other children can live healthier, happier lives | |
| (vi) Consider a trial wearing of the device (e.g., 24 hours)/period of habituation prior to data collection | |
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| Practical issues | |
| (i) Use a clip rather than elastic band to attach the accelerometer | |
| (ii) Where possible, choose a small accelerometer without extra buttons* | |
| (iii) Certain popular activities, such as swimming or rugby, cannot be recorded due to practicalities of wearing the accelerometer at these times. This highlights the need for an activity diary, not only to record data on the accelerometer use, but also at times when it cannot be used. Diary use compliance is however low, and therefore alternative ways of gaining these data should be explored | |
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| Individual factors associated with wearing an accelerometer | |
| (i) Judgements over the way in which an accelerometer is used should be made on an individual participant basis | |
| (ii) Discuss with the child what would make them feel more comfortable wearing the device (e.g., under or over clothes, timing, e.g., term time or holiday time) and administer accordingly where study protocol permits | |
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| Incentives for compliance | |
| (i) Provide small stickers to personalise the accelerometers. These could be supplied at the same time as the accelerometer for the children is uses and removed once the child returns the device | |
| (ii) Unlike the pedometer, participants are not able to instantly view their activity levels. Therefore, provide an incentive to children for wearing the accelerometer for the whole study period. This could be in the form of feedback about their activity levels, as well as a certificate for wearing it for the full time | |
| (iii) Provide the parent with an accelerometer at the same time and ask them to wear it at the same time as their child, in order to make it a family activity and potentially increase compliance | |
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