Pilot Testing Standardised testing procedures were used throughout the study. Extensive training was
undertaken prior to data collection to minimise potential sources of error in map
measurement and questionnaire administration. Testing procedures were evaluated in a
pilot study (N=146, male, 46.6%; mean 7.19 years ±1; range 6-9 years) minor changes
included modifying the pictures used to simplify the questionnaire.
Procedure Over a two-day period the questionnaire was researcher administered to all participants.
The purpose was explained and children were assured that there were no correct or
incorrect answers. Page 1, containing personal information, was completed then
removed and an identification number assigned and this was the only indicator on the
questionnaire. Completion time varied from 10-30 minutes depending on the age and
the ability level of the class. Children from first class (year 3) to sixth class (year 8)
completed the entire questionnaire with children from senior infants (year 2) omitting
enjoyment measure due to its complex language.
Personal Determinants Demographic determinants included age, gender and class in school.
Behavioural Determinants The mode of transport to and from school, the previous day, was selected from walk,
cycle, car or bus. Only one response, representing the largest proportion of the journey,
was selected per participant. Walking or cycling to school was defined as active
commuting. Travelling by bus or car was defined as inactive commuting.
Each child had to choose a free play activity they engaged in most often during
small break, lunch break and immediately after school. Examples of activities
representing sedentary (e.g. talking with friends, playing board games, or doing
homework), moderate (e.g., running around, playing but not getting out of breath) or
vigorous (e.g., running around and getting out of breath) were given.
Post-school leisure behaviour was assessed by a) what they did first after
school and b) what they would prefer to do first after school. Nine pictures of different
activities were given, for example watch TV/play computer games, draw/paint, do
homework or listen to music. Children could only give one answer.
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Active commuting and post-school leisure bahaviour are not reported here as
they did not relate to the child’s school day but they are available in Appendix A.
