Exploring Validity And Reliability Of Physical Activity Questionnaire For Children (PAQ-C) And Modifications Using Accelerometry
Bibliographic record
Abstract
BACKGROUND: Self-report physical activity (PA) tools are problematic in children and yet remain important, as they are inexpensive and easy to administer. The PAQ-C is a self-report instrument for children aged 8-14 years that has been validated previously using accelerometry (1 minute epochs). The Action Schools! BC (AS! BC) study used the PAQ-C and accelerometry to assess PA but modified the first question of the PAQ-C to generate a continuous variable (minutes of PA/day). PURPOSE: The purpose of this study was to explore, 1) concurrent validity for both the PAQ-C summary score and the modified question, using accelerometry data collected every 15 seconds and 2) the psycho-metric properties of the PAQ-C. METHODS: Data were collected during the baseline phase of the AS! BC Dissemination Trial (October 2005 - January 2006). Six hundred and forty-four children consented to both the questionnaire and accelerometry assessment. Complete data were available for 313 children (aged 9.9 ± 0.6 yr). Students with a minimum of 3 days of accelerometry data collected in the same 7-day period as the PAQ-C were included in the sub-analysis (n = 44). Physical activity was measured with an ActiGraph GT1M monitor and analyzed as 15-second epochs for 3-5 days (minimum 10 hr/d). RESULTS: The PAQ-C PA score was significantly associated with accelerometry variables; minutes of MVPA/day (r =.482, p<.001), counts/day (r =.431, p<.004) and counts/min (r =.462, p<.002). Minutes of MVPA calculated from the modified Question 1 were significantly associated with MVPA/day by accelerometry (r =.316, p<.0001). Internal consistency of the PAQ-C (n = 644) was acceptable (Chronbach's alpha.755). CONCLUSION: Our analysis confirmed the validity of the PAQ-C and the modified question 1 as a stand-alone 7-day recall measure when compared to accelerometry. Thus, we suggest that the PAQ-C or its modified question 1 are viable alternatives to objective physical activity measurement.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.022 | 0.037 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.001 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".