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- Once you have a value from 1 to 5 for each of the 9 items (items 1 to 9) used in the physicalactivity composite score, you simply take the mean of these 9 items, which results in the finalPAQ-C activity summary score.- A score of 1 indicates low physical activity, whereas a score of 5 indicates high physicalactivity.2.3 Validation Reliability Studies Concerning the PAQ-CThe following paragraphs summarize the original development, validity, and reliabilitystudies for the PAQ-C. The summaries provide a brief synopsis of each study’s findings (werecommend that the complete studies be reviewed as the final reference).Crocker, P. R. E., Bailey, D. A., Faulkner, R. A., Kowalski, K. C., & McGrath, R. (1997).Measuring general levels of physical activity: Preliminary evidence for the PhysicalActivity Questionnaire for Older Children. Medicine and Science in Sports and Exercise,29, 1344-1349.Evidence was provided that supported the PAQ-C as a reliable and valid measure of generalphysical activity levels in children during the school year. In three studies, Crocker, Bailey,Faulkner, Kowalski, and McGrath (1997) administered the PAQ-C to (N 215, N 84, and N 200) elementary school children during the school year. The children were between the ages of 8to 16 and attended a public school.In the first study, the item and scale properties of the PAQ-C were examined. Ninety girlsand 125 boys (ages 9-15) completed the PAQ-C on the same day. The mean activity score forfemales was 2.96 (SD 0.69) and 3.44 (SD 0.68) for males. Boys were significantly moreactive than girls with respect to the PAQ-C mean scores, t (213) 5.15, p 0.01, and each itemscore (p 0.05), excluding the physical education item (p 0.08). The item scale correlationswere all above 0.30, and the scale reliability was acceptable for both females (α 0.83) andmales (α 0.80). Recess and lunch items had the lowest correlations with the other items formales (r 0.33 and 0.30 respectively) and females (r 0.42 and 0.55 respectively). Most PAQ-Citems had means close to the center of the range and the variability was acceptable. Overall, thePAQ-C was found to have acceptable measurement properties.The second study examined the PAQ-C’s test re-test reliability, internal consistency, andsensitivity to gender differences. Forty-three boys and 41 girls (ages 9-14) completed the PAQC. The children were assessed twice during school hours with one week in between assessments.The PAQ-C was relatively stable over the one-week assessment period (males, r 0.75 andfemales, r 0.82). However, further analysis showed significant increases in PAQ-C activityscores for both males, 2.85 (SD 0.73) to 3.16 (SD 0.91) and females, 2.56 (SD 0.65) to 2.79(SD 0.80) over the two assessments, F (1,83) 22.26, p 0.01. Crocker et al. (1997)suggested a possible rationale for the increase in activity might be due to the change in weather.The first assessment week was cold and snowy, whereas the second assessment week was muchwarmer. The internal consistency for the first assessment was (α 0.79) and (α 0.89) for thesecond assessment. In general, the boys were found to be more active than the girls for weeksone and two, t (82) 1.93, p 0.05 and t (82) 1.97, p 0.05 respectively. The results of thisstudy provide support for the test-retest reliability of the PAQ-C, and, similar to study 1, showedthat the PAQ-C was sensitive to gender differences in physical activity levels.The third study examined the reliability of the averages of 2 or 3 PAQ-C scores as acomposite yearly activity score for children. Ninety-eight boys and 102 girls (ages 8-16) whowere participants in the Saskatchewan pediatric bone study completed the PAQ-C. The PAQ-Cwas slightly modified for the adolescent participants with the recess item omitted, and some of6

the activity checklist items were changed to represent adolescent activity choices. Usinggeneralizability theory, the results suggested that the use of 3 and 2 PAQ-C scores as a yearlyactivity composite score were reliable for younger participants (G 0.86 and G 0.80respectively) and older participants (G 0.90 and G 0.85 respectively). Sex, F (1,199) 20.22, p 0.01, and time, F (2,398) 34.34, p 0.01, effects were found. The marginal meanmale activity score was higher than females’ (3.11 and 2.71 respectively). Students were moreactive in April than Oct-Nov (3.10 and 2.79 respectively). In summary, the PAQ-C hadacceptable measurement properties, internal consistency, and reliability for using the average ofeither two or three PAQ-C scores gathered during fall, winter, and spring. These results providedinitial support that the PAQ-C is a valid measure of physical activity in children.Kowalski, K. C., Crocker, P. R. E., & Faulkner, R. A. (1997). Validation of the PhysicalActivity Questionnaire for Older Children. Pediatric Exercise Science, 9, 174-186.Two studies by Kowalski, Crocker, and Faulkner (1997) supported the PAQ-C as a validmeasure of general physical activity levels. Two independent samples (N 89 and N 97) ofchildren grades 4 to 8 completed the PAQ-C along with other physical activity measures.In the first study, the convergent, construct, and divergent validity of the PAQ-C wereexamined. Thirty-eight boys and 51 girls ages 8 to 13 completed a behavioural conduct scale (M 2.92, SD 0.53), an athletic competence scale (M 2.94, SD 0.58), the PAQ-C (M 3.23,SD 0.78), and an activity rating (M 3.62, SD 1.02). Following the questionnaires, theclassroom teachers completed a teacher’s rating of physical activity questionnaire (M 68.13,SD 10.97), and the children completed the moderate to vigorous physical activity (MVPA)each day for 1 week.Convergent validity was supported by moderate relationships with the activity rating (r 0.63), week summation of 24-hr moderate to vigorous activity recalls (r 0.53), and teacher’srating of physical activity (r 0.45). The PAQ-C’s moderate correlation with perceptions ofathletic competence (r 0.48) provided support for the construct validity of the PAQ-C.Divergent validity of the PAQ-C was supported by no relationship between the behaviouralconduct scale and the PAQ-C. Gender differences were found on the PAQ-C and teacher’s ratingof physical activity.In the second study, the convergent and construct validity of the PAQ-C was furtherexamined. Forty-one boys and 56 girls completed the PAQ-C (M 3.35, SD 0.68), an activityrating (M 3.67, SD 0.97), the Leisure Time Exercise Questionnaire ([LTEQ]; M 75.31, SD 58.20), the Canadian home fitness test ([step test]; M 4.09, SD 1.68), the seven-day recallinteview ([PAR]; M 37.72, SD 4.13), and wore the Caltrac motion sensor ([Caltrac]; M 426.54, SD 131.61). The children completed the Caltrac and PAR during a different week fromthe other measures due to possible carry over effects. The PAQ-C was moderately related to theactivity rating (r 0.57), LTEQ (r 0.41), Caltrac (r 0.39), PAR (r 0.46), and the step test offitness (r 0.28). Unlike the first study, no gender differences were found for the PAQ-C.Overall, the results of these studies supported the validity of the PAQ-C.2.4 The PAQ-C MeasureSee the following page.7

Physical Activity Questionnaire (Elementary School)Name:Age:Sex:Grade:MFTeacher:We are trying to find out about your level of physical activity from the last 7 days (in the lastweek). This includes sports or dance that make you sweat or make your legs feel tired, or gamesthat make you breathe hard, like tag, skipping, running, climbing, and others.Remember:1. There are no right and wrong answers — this is not a test.2. Please answer all the questions as honestly and accurately as you can — this is veryimportant.1. Physical activity in your spare time: Have you done any of the following activities in the past7 days (last week)? If yes, how many times? (Mark only one circle per row.)No1-2Skipping .Rowing/canoeing .In-line skating .Tag .Walking for exercise .Bicycling .Jogging or running .Aerobics .Swimming .Baseball, softball .Dance .Football .Badminton .Skateboarding .Soccer .Street hockey .Volleyball .Floor hockey .Basketball .Ice skating .Cross-country skiing .Ice hockey/ringette .Other:.83-45-67 timesor more

2. In the last 7 days, during your physical education (PE) classes, how often were you very active(playing hard, running, jumping, throwing)? (Check one only.)I don’t do PE . .Hardly ever .Sometimes .Quite often .Always .3. In the last 7 days, what did you do most of the time at recess? (Check one only.)Sat down (talking, reading, doing schoolwork) Stood around or walked around .Ran or played a little bit .Ran around and played quite a bit .Ran and played hard most of the time .4. In the last 7 days, what did you normally do at lunch (besides eating lunch)? (Check oneonly.)Sat down (talking, reading, doing schoolwork). .Stood around or walked around .Ran or played a little bit .Ran around and played quite a bit .Ran and played hard most of the time .5. In the last 7 days, on how many days right after school, did you do sports, dance, or playgames in which you were very active? (Check one only.)None . 1 time last week .2 or 3 times last week .4 times last week .5 times last week .6. In the last 7 days, on how many evenings did you do sports, dance, or play games in whichyou were very active? (Check one only.)None .1 time last week .2 or 3 times last week .4 or 5 last week .6 or 7 times last week .9

7. On the last weekend, how many times did you do sports, dance, or play games in which youwere very active? (Check one only.)None .1 time .2 — 3 times .4 — 5 times .6 or more times .8. Which one of the following describes you best for the last 7 days? Read all five statementsbefore deciding on the one answer that describes you.A. All or most of my free time was spent doing things that involve littlephysical effort . B. I sometimes (1 — 2 times last week) did physical things in my free time(e.g. played sports, went running, swimming, bike riding, did aerobics) . C. I often (3 — 4 times last week) did physical things in my free time . .D. I quite often (5 — 6 times last week) did physical things in my free time .E. I very often (7 or more times last week) did physical things in my free time .9. Mark how often you did physical activity (like playing sports, games, doing dance, or anyother physical activity) for each day last week.LittleVeryNonebitMedium OftenoftenMonday .Tuesday .Wednesday .Thursday .Friday .Saturday .Sunday .10. Were you sick last week, or did anything prevent you from doing your normal physicalactivities? (Check one.)Yes . No .If Yes, what prevented you?10

CHAPTER 3: Physical Activity Questionnaire for Adolescents (PAQ-A)3.1 What is the PAQ-A?The PAQ-A (a slightly modified version of the PAQ-C with the “recess” item removed) is aself-administered, 7-day recall instrument. It was developed to assess general levels of physicalactivity for high school students in grades 9 to 12 and approximately 14 to 19 years of age. ThePAQ-A can be administered in a classroom setting and provides a summary physical activityscore derived from eight items, each scored on a 5-point scale.3.2 Keys to Successful Administration1) When the PAQ-A is administered it is important to stress 2 points:a) Explain it is NOT A TESTb) Explain you are interested in ACTUAL activity during the last 7 DAYS2) To Prevent Missing Data, have the research assistants quickly glance through thequestionnaires when they are gathered from the students.a) Missing one response for an activity on item 1 has little effect on the overall score, but youdon’t want the students missing entire items (ie. not having a response for item 6).b) Explain to the students that the research assistants are not looking at their activity levels,but rather just making sure they haven’t missed any of the questions.ScoringOverall process - Find an activity score between 1 and 5 for each item (excluding item 9)Five Easy Steps1) Item 1 (Spare time activity)- Take the mean of all activities (“no” activity being a 1, “7 times or more” being a 5) on theactivity checklist to form a composite score for item 1.2) Item 2 to 7 (PE, lunch, right after school, evening, weekends, describes you best)- The answers for each item start from the lowest activity response and progress to thehighest activity response- Simply use the reported value that is checked off for each item (the lowest activity responsebeing a 1 and the highest activity response being a 5).3) Item 8- Take the mean of all days of the week (“none” being a 1, “very often” being a 5) to form acomposite score for item 8.4) Item 9- Can be used to identify students who had unusual activity during the previous week, butthis question is NOT used as part of the summary activity score.5) How to calculate the final PAQ-A activity summary score- Once you have a value from 1 to 5 for each of the 8 items (items 1 to 8) used in thephysical activity composite score, you simply take the mean of these 8 items, which results inthe final PAQ-A activity summary score.11

- A score of 1 indicates low physical activity, whereas a score of 5 indicates high physicalactivity.3.3 Validation Reliability Study Concerning the PAQ-AThe following paragraphs summarize the development, validity, and, reliability study for thePAQ-A. The summary provides a brief synopsis of the study’s findings (we recommend that thecomplete study be reviewed as the final reference).Kowalski, K. C., Crocker, P. R. E., & Kowalski, N. P. (1997). Convergent validity of thePhysical Activity Questionnaire for Adolescents. Pediatric Exercise Science, 9, 342-352.The PAQ-A (a modified version of the PAQ-C) was developed to measure general levels ofphysical activity in adolescents. Kowalski, Crocker, and Kowalski (1997) administered the PAQA along with other physical activity measures to 85 high school students during the school year.The students consisted of 41 males and 44 females (grades 8 through 12), ages 13 to 20.Two schools were assessed separately (late March-early April and late May-early June). Theassessments were scheduled over two-week periods that avoided any special school events. Thestudents were administered the PAQ-A (M 2.31, SD 0.63), an activity rating (M 3.15, SD 0.93), Leisure Time Exercise Questionnaire ([LTEQ]; M 54.02, SD 30.23), Caltrac motionsensor ([Caltrac]; M 355.88, SD 126.01), and the 7-day physical activity recall interview([PAR]; M 36.21, SD 3.24). To ensure no carry over effects, the Caltrac and PAR wereadministered over a different 1-week period than the other measures. The PAQ-A was the onlymeasure sensitive to gender differences, t (83) 3.01, p 0.05. The males were more active thanthe females (mean scores of 2.52 and 2.12 respectively).The PAQ-A was significantly correlated to all self-report measures (activity rating, r 0.73;LTEQ, r 0.57; and PAR, r 0.59). The PAQ-A was also related to the Caltrac (r 0.33). Alimitation of this study was that only 56.47% of students’ Caltrac data were usable. The mainproblem with the Caltrac devices was that the students tampered with them. The PAQ-A scoresdiffered significantly between those who had usable Caltrac data and those that did not, t (83) 2.78, p 0.05. These results provided support for the convergent validity of the PAQ-A.3.4 The PAQ-A MeasureSee the following page.12

Physical Activity Questionnaire (High School)Name:Age:Sex: M FGrade:Teacher:We are trying to find out about your level of physical activity from the last 7 days (in the lastweek). This includes sports or dance that make you sweat or make your legs feel tired, or gamesthat make you breath

number of years. The Physical Activity Questionnaire for Older Children (PAQ-C) and the Physical Activity Questionnaire for Adolescents (PAQ-A) provide a general measure of physical activity for youth from grades 4-12 (approximately ages 8-20). The purpose of the PAQ manual is to ensure that you can easily administer the PAQ