TY - JOUR
T1 - Redesign, Field-Testing, and Validation of the Physical Activity Campus Environmental Supports (PACES) Audit
AU - Horacek, Tanya M.
AU - Yildirim, Elif Dede
AU - Seidman, Dean
AU - Byrd-Bredbenner, Carol
AU - Colby, Sarah
AU - White, Adrienne A.
AU - Shelnutt, Karla P.
AU - Olfert, Melissa D.
AU - Mathews, Anne E.
AU - Riggsbee, Kristin
AU - Franzen-Castle, Lisa
AU - Morrell, Jesse Stabile
AU - Kattelmann, Kendra
N1 - Funding Information:
We would like to acknowledge (1) the technical support for data collection and training provided by Megan Mullin, Laura Brown, and Heather Brubaker and (2) all of the research assistants at each institution who collected data. Funding for this study is provided by the Agriculture and Food Research Initiative (Grant no. 2014-67001-21851) from the USDA National Institute of Food and Agriculture, “Get FRUVED: a peer-led, train-the-trainer social marketing intervention to increase fruit and vegetable intake and prevent young adult weight gain, A2101.”
Publisher Copyright:
© 2019 Tanya M. Horacek et al.
PY - 2019
Y1 - 2019
N2 - This paper describes the redesign, field-testing, and convergent validity of a practical tool - Physical Activity Campus Environmental Supports (PACES) audit. Methods. The audit includes two parts: (1) PACES-Programs, which is comprised of questions regarding populations served, fees, programs (recreation/fitness classes and intramurals), proximity, adequacy of facilities, and marketing, and (2) PACES-Facilities, which is comprised of questions regarding built environment (aesthetics, bike racks, stairs, and universal design), recreation equipment, staff, amenities, and access. Each item criterion is specifically scored using a five-point, semantic-differential scale ranging from limited to extensive environmental support. A few questions utilize select all that apply for a summed score. PACES training, interrater reliability, and data collection are all accessible via an online portal. PACES was tested on 76 college campuses. Convergent validity was examined by comparing the PACES-Programs questions to Healthy Campus Initiatives-Programs questions (HCI-Programs) and comparing the PACES-Facilities questions to questions contained in the Physical Activity Resource Assessment (PARA) Instrument. Statistical analyses included Cronbach's alpha, ANOVA, latent profile analysis, and Spearman correlations. Results. The PACES-Programs audit includes 10 items for a potential total of 73 points (α = 0.72) and PACES-Facilities audit includes 15 items for a potential total of 77 points (α = 0.837). Most (77.8%) of the 153 facilities assessed scored in the most healthful range (20-42), which was mainly due to the extensiveness of the aerobic equipment/amenities and the competence/accessibility of staff. Significant differences in PACES-Total and PACES-Programs scores were associated with campus size and PACES-Facilities across regions. For the paired validation assessments, correlations were significant between PACES-Programs and HCI-Programs ((n=41) r=0.498, p<0.001) and PACES-Facilities and PARA (n=29) for both features (r=0.417, p=0.024) and amenities (r=0.612, p<0.001), indicating moderate convergent validity. Conclusion. The PACES audit is a valid, reliable tool for assessing the quality of recreation facilities and programs in a variety of college campus environments.
AB - This paper describes the redesign, field-testing, and convergent validity of a practical tool - Physical Activity Campus Environmental Supports (PACES) audit. Methods. The audit includes two parts: (1) PACES-Programs, which is comprised of questions regarding populations served, fees, programs (recreation/fitness classes and intramurals), proximity, adequacy of facilities, and marketing, and (2) PACES-Facilities, which is comprised of questions regarding built environment (aesthetics, bike racks, stairs, and universal design), recreation equipment, staff, amenities, and access. Each item criterion is specifically scored using a five-point, semantic-differential scale ranging from limited to extensive environmental support. A few questions utilize select all that apply for a summed score. PACES training, interrater reliability, and data collection are all accessible via an online portal. PACES was tested on 76 college campuses. Convergent validity was examined by comparing the PACES-Programs questions to Healthy Campus Initiatives-Programs questions (HCI-Programs) and comparing the PACES-Facilities questions to questions contained in the Physical Activity Resource Assessment (PARA) Instrument. Statistical analyses included Cronbach's alpha, ANOVA, latent profile analysis, and Spearman correlations. Results. The PACES-Programs audit includes 10 items for a potential total of 73 points (α = 0.72) and PACES-Facilities audit includes 15 items for a potential total of 77 points (α = 0.837). Most (77.8%) of the 153 facilities assessed scored in the most healthful range (20-42), which was mainly due to the extensiveness of the aerobic equipment/amenities and the competence/accessibility of staff. Significant differences in PACES-Total and PACES-Programs scores were associated with campus size and PACES-Facilities across regions. For the paired validation assessments, correlations were significant between PACES-Programs and HCI-Programs ((n=41) r=0.498, p<0.001) and PACES-Facilities and PARA (n=29) for both features (r=0.417, p=0.024) and amenities (r=0.612, p<0.001), indicating moderate convergent validity. Conclusion. The PACES audit is a valid, reliable tool for assessing the quality of recreation facilities and programs in a variety of college campus environments.
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U2 - 10.1155/2019/5819752
DO - 10.1155/2019/5819752
M3 - Article
C2 - 31236118
AN - SCOPUS:85067024606
SN - 1687-9805
VL - 2019
JO - Journal of Environmental and Public Health
JF - Journal of Environmental and Public Health
M1 - 5819752
ER -