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A Self-reported questionnaire for the assessment of physical activity in youth 15-25 years: Development, reliability and construct validity

Authors:
  • Princess Nourah bint Abdul Rahman University

Abstract

When assessing physical activity (PA) in population studies, self-reported questionnaire is considered indispensable tool. It is a non-reactive and can be applied to a large group of people with reasonable cost. However, valid and reliable physical activity questionnaire is an outmost quest. Our study presents the development, reliability and construct validity of a self-reported questionnaire designed to assess physical activity in youth 15-25 years. The PA questionnaire has been developed to include questions about the type, frequency and duration of a variety of daily living physical activity, and exercise, fitness, sports and recreational activities. Content validity was assessed by a group of experts in the field of fitness and measurement and evaluation. At the end, 33 questions were retained. Reliability was assessed via an Intraclass correlation coefficient (ICC) based on test-retest conducted within a week period, using 39 young males 15-21 years of age. The ICC for the total energy expended in a week was 0.85 (95% CL = 0.697 -0.927). Bland and Altman test of agreement showed an acceptable level of agreement with a bias of only 0.486 kilocalorie/ kg. week between test and retest. In addition, the self-reported questionnaires were then administered to a group of active and inactive (n = 30 for each group) young males (17-25 years). Independent t- test demonstrated a significant difference (p = 0.000) between the active and inactive subjects in the frequency, and duration of moderate and vigorous sports activities, but not in daily living physical activities. Total energy expenditure (Kilocalorie/kg. week) was significantly (p = 0.000 higher in the active group compared to the inactive individuals. Therefore, it was concluded that the self-reported questionnaire presented in this study is reliable and appears to discriminate between active and inactive young males fairly well.
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
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
Test-Retest
ICC
95% CL
Bland & Altman
Bias
Construct validity







2







3
A SELF-REPORTED QUESTIONNAIRE FOR ASSESSING PHYSICAL
ACTIVITY IN YOUTH 15-25 YEARS: ITS DEVELOPMENT,
RELIABILITY, AND CONSTRUCT VALIDITY.
Hazzaa M. Al-Hazzaa and Mohammed A. Al-Ahmidi
Exercise Physiology Laboratory, King Saud University, Riyadh, KSA
When assessing physical activity (PA) in population studies, self-reported
questionnaire is considered indispensable tool. It is a non-reactive and
can be applied to a large group of people with reasonable cost. However,
valid and reliable physical activity questionnaire is an outmost quest. Our
study presents the development, reliability and construct validity of a self-
reported questionnaire designed to assess physical activity in youth 15-
25 years. The PA questionnaire has been developed to include questions
about the type, frequency and duration of a variety of daily living physical
activity, and exercise, fitness, sports and recreational activities. Content
validity was assessed by a group of experts in the field of fitness and
measurement and evaluation. At the end, 33 questions were retained.
Reliability was assessed via an Intraclass correlation coefficient (ICC)
based on test-retest conducted within a week period, using 39 young
males 15-21 years of age. The ICC for the total energy expended in a
week was 0.85 (95% CL = 0.697 -0.927). Bland and Altman test of
agreement showed an acceptable level of agreement with a bias of only
0.486 kilocalorie/ kg. week between test and retest. In addition, the self-
reported questionnaires were then administered to a group of active and
inactive (n = 30 for each group) young males (17-25 years). Independent
t- test demonstrated a significant difference (p = 0.000) between the
active and inactive subjects in the frequency, and duration of moderate
and vigorous sports activities, but not in daily living physical activities.
Total energy expenditure (Kilocalorie/kg. week) was significantly (p =
0.000 higher in the active group compared to the inactive individuals.
Therefore, it was concluded that the self-reported questionnaire
presented in this study is reliable and appears to discriminate between
active and inactive young males fairly well.
4


Caspersen, 1989




ACSM, 2000, Haskell, 1994, Leon, 1997, US Department of Health,
1996


Fletcher, et al., 1996, US Department of Health, 1996 




Caspersen, 1987



Fletcher, et al., 1996, US Department of Health, 1996, WHO, 1999





Al-Hazzaa, 2002
Al-Hazzaa, 2000, Al-
Refaee & Al-Hazzaa, 2001


Al-Hazzaa, &
Sulaiman, 1993, Al-Hazzaa, et al., 1993, Al-Hazzaa, et al., 1994







Montoye, et al., 1996, Laporte, et al., 1985
ICC
Kohl, et al.,, 2000
5



Macera & Blanton, 1999, Janz, et al., 1995
Cognition
Kriska & Caspersen, 1997


Kriska, 1997







Test-retest reliabilityConstruct validity



Kriska & Caspersen, 1997














Content validity

6

















Kriska & Caspersen,
1997



MET



ACSM, 2000


Ainsworth, et al, 2000






Ainsworth, et al, 2000





7

















Ainsworth, et al., 2000


Test-retest




Patterson, 2000
Intraclass correlation coefficient
Atkinson, & Nevill, 1998, Patterson, 2000

Bland
& Altman, 1986

8
Construct validity










SPSS















ICC95%
CI
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Bias


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
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
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
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9
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10
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


Janz, et al, 1995, Macera & Blanton, 1999










MorrisMorris, et al., 1966



Morrow & Jackson, 1993

Kriska &
Caspersen, 1997


Kohl, et al., 2000



Construct validity















11













Caspersen, et al, 2000, Telama & Yang, 2000


Criterion validity




1 1415


71116
12
2 1417



3 2001


52714
4 1414





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14
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-6
-4
-2
0
2
4
6
8
10
010 20 30 40
+2 SD = 5.62
15
1

1
Bias± 2 SD



Bias = 0.486
-2 SD = 4.65
16
1



17
 






1 
34
567
2 

3 
20203045

4 

34
56789
5 
34
567
6 
20203045

7 
34
567
8 
20203045
18

9 
34
567
10
20203045

11

34
567
12
20203045

13

34
567
14
20203045

15
34
567
16
20203045

17
34
567
19
18
20203045

19

34
567
20
20203045
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21
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25
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2221
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23
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24
20203045
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25
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26
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
27

20
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28
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29
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30
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31
34
55
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32
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... The original questionnaire has already been found to have good reliability "[intraclass correlation coefficient (ICC) = 0.85; 95% confidence limits (CL), 0.70-0.93] (18) and satisfactory validity (r = 0.37, p < 0.001) vs. the pedometer-measured level of physical activity" (19). ...
... Similar to our results, an Iraqi study reported that obesity and physical exercise have an inverse relationship (21). Several pieces of research have shown a relationship between physical inactivity and obesity (19,48,49). Our findings showed that men had more probability to be obese compared to women. ...
... Our findings showed that men had more probability to be obese compared to women. This is consistent with few studies (19,21) and contradictory with few studies that found its connection with the female gender (7,22,50,51). Physical activities such as moderate exercise and regular walking contribute to the reduction of obesity. ...
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Introduction The current study evaluated obesity prevalence, physical activity, and dietary practices among Saudi adults in the Makkah region of the Kingdom of Saudi Arabia (KSA). The current survey was accomplished between November 2021 and March 2022. Method A validated questionnaire, Arab Teens Lifestyle Study (ATLS), was used to evaluate all participants' physical activities, sedentary behaviors, and nutritional habits in addition to demographic data. Result A total of 2,115 people [1,238 (58.5%) women and 877 (41.5%) men] participated in this survey. Being overweight was prevalent in 32.8% of the population (41% of men and 28.9% of women), obesity was prevalent in 23% of the population (males 23.1% and females 24.2%). Obese people consumed more soft drinks, and overweight people did not consume enough vegetables (fresh/cooked). Obese people consumed fast food (e.g., burgers, sausage, pizza, or Arabic shawarma) over three times each week. The mean (SD) number of days of practice walking was 2.51 (2.05) vs. 1.3 (1.87) (p < 0.001) for lean and obese individuals, respectively. In addition, individuals with normal BMI had more days of jogging, moderate and high-intensity exercise, dancing, and strength training than those with obesity. The odds of being obese increased with age (OR: 1.07; p < 0.001), in males (OR: 2.16; p < 0.001), in participants earning <5,000 SR/month (1.3 thousand $) and 10–15 thousand SR/month (1.34–2.66 thousand $) (OR: 2.36; P = 0.01). Obesity was inversely associated with moderate-intensity exercise (OR: 0.802; p = 0.009), and regular walking (OR: 0.685; CI: 0.624–0.752; p < 0.001). Discussion Overweight and obesity were prevalent in 32.8% and 23% of the population, respectively. Sociodemographic factors associated with obesity. Focused intervention strategies are needed to overcome the obesity issue.
... The physical activity questionnaire is a modified version based on an original questionnaire that has previously demonstrated high reliability (ICC = 0.85; 95% CL = 0.70-0.93) and acceptable validity (r = 0.30; p <0.05) compared to pedometer measurements using a convenient sample of young boys aged 15 to 25 years [6][7]. In another validity study involving both girls and boys aged 14 to 19, the current physical activity questionnaire was also validated against electronic pedometer measurements and was found to have an acceptable validity coefficient (r = 0.37, p <0.001) [8]. ...
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Physical activity levels and sleep quality are two crucial aspects that can significantly influence overall health. Research has established a significant relationship between these two aspects. A group of 300 high school students (120 boys and 180 girls) enrolled in schools in the province of Meknes during 2021 was randomly selected. A validated self-report questionnaire was used to assess the intensity of physical activity and sleep duration among participants. This study revealed a positive correlation between the intensity of physical activity and sleep duration. An intense physical activity level was significantly positively associated with sleep duration. This study revealed a positive correlation between physical activity levels and sleep duration. These findings suggest that increasing physical activity may improve sleep quality. However, it is important to consider other factors to enhance overall sleep quality.
... The relationship between BMI and academic performance is not entirely established [23]. Some research found an unfavourable link between BMI and academic performance [24][25][26], whereas others found no relationships [27,28]. Another study found a substantial link between obesity and academic performance, indicating that obesity may influence cognitive function [29]. ...
... The lifestyle behaviors questionnaire included questions on physical activity, screen time, sleep duration, and dietary habits. The lifestyle questionnaire was previously validated for adolescents and young people and was previously published [22][23][24][25]. The physical activity questionnaire collected extensive data about the time and frequency of engaging in a variety of activities related to light-, moderate-, and vigorous-intensity physical activities in different domains (leisure-type, sports, transportation like walking, and household activities). ...
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The COVID-19 pandemic and the measures implemented to control it have led to widespread lifestyle changes globally. While previous studies have explored these effects across different age groups, this research focuses uniquely on college students in Kuwait. A cross-sectional study (N = 1259) was conducted among college students using a validated online questionnaire covering various aspects, including demographics, academic performance, self-reported body weight and height, sleep duration, dietary habits, and physical activity. There were equal proportions of individuals reporting decreased, increased, or no change in body weight, BMI, and dietary habits due to COVID-19, with no significant gender differences observed. A higher decrease (44.3%) than increase (29.2%) occurred due to COVID-19 in the proportion of college students engaging in physical activity. Significant differences were found in the students’ responses to most of the eating behavior questions, concerning the changes attributable to the COVID-19 pandemic restrictions. Multivariable analysis showed significant interaction effects for gender by losing above 9 kg during the last 6 months in age (p = 0.037), total physical activity in METs-min/week (p = 0.048), and cake/donuts intake (p = 0.006). Logistic regression analysis, adjusted for age, revealed that a decrease in BMI was associated with an increase in daily vegetable intake (aOR = 1.531, p = 0.031), whereas increases in BMI were associated with an increased intake of sugar-sweetened drinks equal to or above 4 days/week (aOR = 1.551, p = 0.032) and increased chocolates/candy intake equal to or above 4 days/week (aOR = 1.792, p = 0.037). It was concluded that, in response to a major epidemic, such as COVID-19, college students, as a population, are susceptible to significant changes in lifestyle and eating behaviors that can impact their health and well-being. Future risks for college students’ health can be reduced through appropriate lifestyle interventions.
... and an acceptable validity (r=0.30; p<0.05) compared to the pedometer measurements using a practical sample of young boys aged 15 to 25 [7,8]. In a validity study involving both girls and boys aged 14 to 19 years. ...
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According to various national and international reports, the Moroccan education system still suffers from recurrent dysfunc-tions reflected in low student achievement. Indeed, different factors influence the scores of students including the rate of physical inactivity. The objective of this study is to evaluate the relationship between physical activity, sedentary behaviours and school outcomes. 689 students enrolled at Moroccan secondary schools, aged between 14 and 25, were randomly recruited from each grade. For each student, the overall average for the first semester was calculated and classified into three levels: high, me dium and low. The school performance of girls is significantly higher (p< 0.05) than that of boys while boys are significantly more active (p<0.05) than girls. Physically active students have high er overall school mark averages than inactive students. Indeed, significant positive associations between the level of physical activity and school performance (r=0.176; p<0.001) and with physical education and sports performance were noted. In conclusion, the practice of physical activity should be encouraged among Moroccan students. It has beneficial effects on health in general and especially on the school performance of children and adolescents. Background:
... Another part focused on the lifestyle behaviors of students and included questions about physical activity (22 questions), breakfast intake (1 question), sleeping habits (2 questions), and screen time (2 questions). The questionnaires were previously validated for adolescents and young people and were published elsewhere [36][37][38][39]. ...
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Background Lifestyle behaviors are developed during young adulthood and carried through life. Accordingly, early detection of unhealthy behaviors can help prevent the increase in non-communicable diseases in the population. College students are an especially vulnerable group who, upon entering a new environment, tend to engage in unhealthy behaviors. Objective The present study aims to evaluate the lifestyle behaviors of Kuwaiti college students and their association with markers of academic achievements. Methods One thousand two hundred fifty-nine students participated in the present study and answered an online questionnaire pertaining to their sociodemographic status, academic performance indicators, body weight and height, and lifestyle behaviors. Data were collected from November 2020 to February 2021. Results Results of the present study showed that obesity was significantly more prevalent among male participants than among females even though males were more physically active. Alternatively, females had a greater grade point average in college, slept more, and had more screen time. Interestingly, we were unable to detect a significant correlation between lifestyle behaviors and academic achievements. Conclusion The observed differences in body mass index between genders may have been attributed to energy intake rather than energy expenditure.
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Objective: Non-communicable diseases are the leading causes of death worldwide. These risk factors are closely related to physical activity and sedentary behaviors. Therefore, this study aims to determine the prevalence of physical inactivity and sedentary behaviors and their association among Moroccan high school students aged 15 to 20 years. Materials: A sample of 180 students (80 boys and 100 girls), enrolled in high schools in 2019 academic year in the Province of Sidi Kacem, were randomly recruited. A validated self-reported questionnaire was used to assess levels of physical activity and sedentary behaviors among participants. Results: According to the results obtained, 74.2% of boys and 46.9% of girls were physically active. 45.5% of girls and 20% of boys spent more than 2 hours watching television, and 57.3% of girls and 48.5% of boys used sedentary means for more than two hours per day. There were statistically significant negative correlation between levels of physical activity and sedentary behaviors. Conclusion: A large part of the population has a sedentary lifestyle. This lack of physical activity and high prevalence of sedentary behaviors could have a direct impact on health. Additional physical activity and sports sessions are necessary and strongly recommended.
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The purpose of this study was to evaluate sedentary behavior (SB) among Saudi soccer players. Ninety-six soccer players (age 17.0±1.0 years; body mass, 60.5±9.3 kg; height, 168.0±6.6 cm) participated in this study. A self-reported questionnaire was used to assess SB (time spent watching television, Electronic games, and internet use). The mean total screen time among the soccer players was 304.6 min/day. Seventy-nine per cent of soccer players spent> 2 h/day in screened-based SB. Use of electronic games use was the predominant SB among soccer players (128.4±114.9 min/day), followed by time spent watching TV (114.3±92.2 min/day). Average sleep duration of soccer players during weekdays and weekends were 7.3±1.4 and 7.7±1.6 h/night, respectively. Approximately 27% of soccer players had insufficient sleep (< 7 h/night) during the week and 20% of them had insufficient sleep at the weekends. SB was evident in this group of Saudi soccer players, and more than a quarter of studied soccer players had insufficient sleep. The effect of prolonged SB and insufficient sleep duration may impair health and the performance of soccer players.
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The present study examined the relationship between maximal oxygen uptake (VO2 max) and daily activity in a group of 7- to 12- years- old boys. VO2 max was assessed through the incremental treadmill test using an open circuit system. Physical activity level was obtained from heart rate telemetry outside of school time for 8 hrs during weekdays and during 40 min of physical education classes. The findings indicated that the absolute value of VO2 max increased with age, while the relative to body weight remained almost the same across age, with a mean of 48.4 ml. kg -1. min -1. Moreover, heart rate telemetry showed that the boys spent a limited amount of time on activities that rise the heart rate to a level above 160 bpm (an average of 1.9%). In addition, VO2 max was found to be significantly related to the percentage of time spent at activity levels at or above a heart rate of 160 bpm.
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Accurate assessment of physical activity in children and adolescents is a challenge. At least six categories of techniques have been used to assess physical activity among children and adolescents, including self-report, electronic or mechanical monitoring, direct observation, indirect calorimetry, doubly labeled water, and direct calorimetry. Each type of technique carries certain strengths and weaknesses. The purpose of this paper is to review and synthesize available evidence on reliability and validity of physical activity assessment techniques used for children and adolescents.More than 50 papers published between 1971 and 1997 were reviewed for reliability and validity information with children and adolescents ranging in age from 4 to 17 years. In general, the aggregate of the published data suggests a moderate to high test–retest and interinstrument reliability of physical activity assessment although these findings are less consistent among younger children and when the time period between observations in a test–retest assessment was longer than a few days. Results of validity studies are variable, largely due to the use of different validation standards and study designs. A lack of gender and ethnic comparisons was evident in the review. The available data suggest low to moderate validity for self-report and monitoring measures of physical activity.The choice for use of a particular method of activity assessment among children and adolescents depends largely on the design of the study and the age of the participants. Greater effort toward developing a consistent standard of measure is necessary to make future advancements in improving the accuracy of physical activity assessment among children and adolescents. Moreover, information relevant to girls and ethnic minority children is urgently needed. Copyright 2000 American Health Foundation and Academic Press.
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In clinical measurement comparison of a new measurement technique with an established one is often needed to see whether they agree sufficiently for the new to replace the old. Such investigations are often analysed inappropriately, notably by using correlation coefficients. The use of correlation is misleading. An alternative approach, based on graphical techniques and simple calculations, is described, together with the relation between this analysis and the assessment of repeatability.
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This review was conducted to provide the reader with a brief overview of the science of epidemiology as applied specifically to physical activity as a behavior. Definitions were offered for epidemiology, for physical activity, and finally for physical activity epidemiology. In addition to considering epidemiologic concepts, this review stressed the importance of carefully measuring physical activity--perhaps the principal function of anyone who ultimately claims to be a physical activity epidemiologist. The breadth and scope of physical activity epidemiology are extensive and there is fertile ground for continuing to apply physical activity epidemiology to exercise science well into the future. This chapter should provide the exercise scientist with a firm foundation to begin his or her trek into the realm of physical activity epidemiology.
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More than 30 different methods have been used to assess physical activity. These methods can be grouped into seven major categories: calorimetry, job classification, survey procedures, physiological markers, behavioral observation, mechanical and electronic monitors, and dietary measures. No single instrument fulfills the criteria of being valid, reliable, and practical while not affecting behavior. The instruments that are very precise tend to be impractical on a population basis. Surveys are the most practical approach in large-scale studies, although little is known about their reliability and validity. Studies employing objective monitoring through heart rate, movement sensors, and doubly labeled water procedures appear promising, but are still experimental and costly. Despite the difficulty of measurement, relatively strong association has been found between physical activity and health, suggesting that, with improvements in assessment techniques, even stronger associations should be seen.