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A valid test measuring children's energy-balance (EB) knowledge is lacking in research. This study developed and validated the energy-balance knowledge test (EBKT) for fourth and fifth grade students. The original EBKT contained 25 items but was reduced to 23 items based on pilot result and intensive expert panel discussion. De-identified data were collected from 468 fourth and fifth grade students enrolled in four schools to examine the psychometric properties of the EBKT items. The Rasch model analysis was conducted using the Winstep 3.65.0 software. Differential item functioning (DIF) analysis flagged 1 item (item #4) functioning differently between boys and girls, which was deleted. The final 22- item EBKT showed desirable model-data fit indices. The items had large variability ranging from -3.58 logit (item #10, the easiest) to 1.70 logit (item #3, the hardest). The average person ability on the test was 0.28 logit (SD = .78). Additional analyses supported known-group difference validity of the EBKT scores in capturing gender- and grade-based ability differences. The test was overall valid but could be further improved by expanding test items to discern various ability levels. For lack of a better test, researchers and practitioners may use the EBKT to assess fourth- and fifth-grade students' EB knowledge. [ABSTRACT FROM AUTHOR]

As the prevalence of childhood obesity increases, it is important to examine possible differences in psychosocial correlates of physical activity between normal weight and overweight children. The study examined fatness (weight status) and (aerobic) fitness as Enabling factors related to youth physical activity within the Youth Physical Activity Promotion Model (YPAP). Youth ages 9–11 years (N= 1,103) completed the Children’s Physical Activity Correlates survey and the Children’s Physical Activity Questionnaire. Structural equation modeling was used to analyze the relationships among variables. Overweight children reported lower scores on global self-esteem, perceived competence, attraction to physical activity, and parental influence (Cohen’sdranging from .23 to .45 for girls; Cohen’sdranging from .31 to .43 for boys). Weight status showed a small positive direct effect on physical activity (standardized path coefficient = .11), but did not show effects on psychosocial correlates (p> .05). Furthermore, aerobic fitness proved to be a stronger Enabling factor (standardized path coefficient = .26) than weight status within the YPAP model. Future research using the YPAP model may extend its utility as an evaluation framework for youth physical activity intervention studies. [ABSTRACT FROM AUTHOR]

Background: The purpose of this study was to examine the effects of cardiorespiratory fitness and weight status on knowledge of physical activity and fitness (PAF knowledge), attitude toward physical education (PE), and physical activity.Methods: A total of 343 middle school students participated in the study (Age: M/SD = 12.76/.94, ranging from 11 to 14 years old). PE Metrics™ was used to measure PAF knowledge, and Attitude toward Physical Education Questionnaire and Youth Activity Profile were used to measure attitude, physical activity and sedentary behavior. Fitness and weight status were assessed using FitnessGram and converted to in Healthy Fitness Zone (HFZ) or Not in HFZ.Results: Two-way multivariate analyses of covariance (MANCOVA; gender and grade as covariates) showed a significant group effect for cardiorespiratory fitness (ΛPilla = .07, F4,255 = 5.03, p = .001, [Formula: see text] = .07) but not for weight status (p = .57). PAF knowledge (F1,258 = 9.49, p < .01, [Formula: see text]= .04), attitude (F1,258 = 4.45, p < .05, [Formula: see text]= .02) and sedentary behavior (F1,258 = 6.89, p < .01, [Formula: see text]= .03) all favored the HFZ group.Conclusions: The findings reinforce the importance of promoting cardiorespiratory fitness in middle school PE as students acquire attitude, knowledge, and behaviors needed for active-living. [ABSTRACT FROM AUTHOR]