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The Scientific World Journal
Volume 2014, Article ID 370759, 6 pages
http://dx.doi.org/10.1155/2014/370759
Research Article

Pedometers and Aerobic Capacity: Evaluating an Elementary After-School Running Program

1School of Physical Education, Sport, and Exercise Science, HP 360P, Ball State University, Muncie, IN 47304, USA
2School of Kinesiology, University of Louisiana at Lafayette, Lafayette, LA 70504, USA

Received 30 August 2013; Accepted 8 December 2013; Published 2 March 2014

Academic Editors: D. Caselli and L. H. Kuller

Copyright © 2014 Elizabeth Wanless et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Abstract

Childhood obesity affects 1 of every 6 youth in the United States. One contributing factor to this statistic is a lack of physical activity (PA). Demands related to accountability which are placed on educators to demonstrate academic achievement often result in resistance to allocating time during the school day for PA. One possible solution is to consider utilizing time after school to integrate PA programs. The purpose of this study was to assess the impact of a 12-week after-school pedometer-focused PA program on aerobic capacity and to examine the relationship between step count and aerobic capacity in elementary school aged children. A group of elementary students ( ; years) participated in a 12-week pedometer-focused PA program that included pretraining and posttraining fitness testing via the 20-meter version of the PACER test. Paired sample t-tests revealed significant differences between the pretest laps, and posttest laps, scores . A Pearson correlation revealed no significant relationship between individual step count and the difference between PACER pre- and posttest . The program improved aerobic capacity, but an increase in pedometer-calculated step count was not a predictor.