During the third school visit, the experimental

group was gathered and distributed with an SWA and a diet journal per participant. Instructions on how to use the two tools as well as their utility features were carefully delivered and questions were addressed immediately. The participants were informed to wear the SWA continuously for 7 days except under following circumstances: (a) taking a shower, (b) swimming, (c) playing American football and contact martial arts. They were further informed to carry the diet journal wherever they go and document immediately everything they ate or drank. During the fourth school visit (day 3 or 4 of the week), the experimental group was provided with personalized informational feedback Volasertib mw on the ongoing usage of the selleckchem SWA and diet journal. The feedback process followed a standardized procedure. Specifically, a trained data collector summoned participants one by one (experimental group only) to a gymnasium corner, then checked and conveyed to each participant the summary data: total EE, number of steps, and

minutes of MVPA accumulated on the previous day. Then, the data collector checked each participant’s diet journal for consistent use. Reminders were offered for participants to log the diet journal immediately upon consumption to improve recall accuracy. During the fifth school visit, all participants (both experimental and control groups) were post-measured on EB knowledge, situational interest, weight, and height. Lastly, to ensure educational equality, the control group (through personal willingness) received the delayed treatment using the SWA and diet journal for 7 days. Data analyses consisted of four steps to address the research questions. First, descriptive analyses (e.g., mean ± SD) were conducted to reveal data distribution of the variables. Second, paired t tests were operated to examine the time effect on changes in EB knowledge, situational interest, and weight. Third, two analyses of variance (ANOVA) were conducted to determine the change in situational interest and EB knowledge across condition (experimental almost vs. control) and weight

status (BMI > 85%ile vs. BMI ≤ 85%ile). Fourth, a bivariate correlation analysis was performed to discern the association between motivation and EB knowledge as well as energy tracking outcomes (i.e., estimated EE, EI, and EB). SPSS19.0 (IBM Corporation, Armonk, New York, USA) was employed for data analyses with a 95% confidence interval (α = 0.05). Table 2 shows the descriptive results of the variables before and after the experiment. Overall, the participants performed moderately on the standardized knowledge test on an 8-point scale confirming a need to promote EB knowledge at this grade level. All situational interest constructs except the perceived challenge demonstrated high mean scores (Mean value >4.0 on the 5-point scale).