Adapting the Intensity Gradient for Use with Count-Based Accelerometry Data in Children and Adolescents
<p>Two examples of the intensity gradient. Time accumulated in each bin is represented as the black dots. (<b>A</b>) Someone with more time at lower intensities of physical activity has a steeper slope. (<b>B</b>) A person with more time across the full spectrum of physical activity has a shallower slope.</p> "> Figure 2
<p>Bland–Altman plots for each individual activity performed during the in-lab testing session. Data from all participants were combined. Plots show the individual participant data points as the dots, mean difference as the solid black line, the zero line as the solid grey line, and the upper and lower 95% limits of agreement as dotted lines. The mean difference and limits of agreement were calculated using repeated-measures Bland–Altman analysis [<a href="#B19-sensors-24-03019" class="html-bibr">19</a>,<a href="#B20-sensors-24-03019" class="html-bibr">20</a>,<a href="#B21-sensors-24-03019" class="html-bibr">21</a>].</p> "> Figure 3
<p>Linear regression and Bland–Altman plots for minutes per day at each physical activity intensity for at-home accelerometer data. Data from all participants were combined and individual participant data points are represented as dots. Linear regressions show the line of best fit; the Bland–Altman plots show the mean difference as the solid black line, the zero line as the solid grey line, and the upper and lower 95% limits of agreement as dotted lines.</p> "> Figure 4
<p>Bland–Altman plots comparing the agreement between the accIG and the two IGs calculated using count data. (<b>A</b>) Bland–Altman plot for the accIG and countIG (the intensity gradient calculated using 160 bins and the count data) (<b>B</b>) Bland–Altman plot for the accIG and adjIG (the intensity gradient calculated using 40 bins and the count data). Individual participant data points are represented as the dots, the mean difference is shown as the solid black line, the zero line as the solid grey line, and upper and lower 95% limits of agreement as the dotted lines.</p> ">
Abstract
:1. Introduction
2. Materials and Methods
2.1. Study Design
2.2. Anthropometry
2.3. Accelerometers
2.4. Data Collection
2.5. Data Processing
2.6. Statistical Analysis
3. Results
3.1. Descriptive Characteristics
3.2. Comparisons of Count-Based Output for the Two Accelerometers
3.3. The Intensity Gradient Using Counts Compared to Raw Accelerations
4. Discussion
Supplementary Materials
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Linear Regression | Bland–Altman | |||||
---|---|---|---|---|---|---|
Slope | Intercept | R2 | Mean Difference (Counts) | Upper LOA | Lower LOA | |
Combined | 0.94 | 33.30 | 0.92 | 2 | 552 | −549 |
Walk | 0.82 | 78.57 | 0.75 | −5 | 196 | −207 |
Brisk walk | 0.90 | 81.06 | 0.92 | −6 | 208 | −220 |
Jog | 0.90 | 162.55 | 0.94 | −19 | 344 | −382 |
Sprint | 0.90 | 81.09 | 0.84 | 2 | 505 | −500 |
Jumping jacks | 0.91 | 193.74 | 0.88 | −17 | 1266 | −1300 |
Vertical jumps | 0.81 | 118.01 | 0.70 | −1 | 606 | −608 |
Obstacle course | 0.85 | 157.92 | 0.78 | −24 | 734 | −783 |
Stairs | 0.92 | 45.76 | 0.81 | 5 | 375 | −365 |
Cleaning up | 0.84 | 198.17 | 0.83 | 3 | 488 | −482 |
Linear Regression | Bland–Altman | ICC | |||||
---|---|---|---|---|---|---|---|
Slope | Intercept | R2 | Mean Difference (min/d) | Upper LOA | Lower LOA | ICC (95% CI) | |
Combined (counts) | 0.71 | 28 | 0.50 | −2 * | −429 * | 426 * | |
LPA (min/d) | 0.99 | 6.57 | 0.98 | −4.13 | 20.25 | −28.50 | 0.99 (0.97, 0.99) |
MPA (min/d) | 0.98 | 0.33 | 0.97 | −0.11 | 3.28 | −3.50 | 0.98 (0.96, 0.99) |
VPA (min/d) | 0.89 | 1.17 | 0.96 | −0.11 | 2.28 | −2.50 | 0.97 (0.95, 0.99) |
Total PA (min/d) | 0.99 | 7.19 | 0.98 | −4.08 | 22.16 | −30.32 | 0.99 (0.98, 0.99) |
SED (min/d) | 0.99 | 0.95 | 0.99 | 4.08 | 30.32 | −22.16 | 0.99 (0.98, 1.00) |
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Alexander, C.J.; Manske, S.L.; Edwards, W.B.; Gabel, L. Adapting the Intensity Gradient for Use with Count-Based Accelerometry Data in Children and Adolescents. Sensors 2024, 24, 3019. https://doi.org/10.3390/s24103019
Alexander CJ, Manske SL, Edwards WB, Gabel L. Adapting the Intensity Gradient for Use with Count-Based Accelerometry Data in Children and Adolescents. Sensors. 2024; 24(10):3019. https://doi.org/10.3390/s24103019
Chicago/Turabian StyleAlexander, Christina J., Sarah L. Manske, W. Brent Edwards, and Leigh Gabel. 2024. "Adapting the Intensity Gradient for Use with Count-Based Accelerometry Data in Children and Adolescents" Sensors 24, no. 10: 3019. https://doi.org/10.3390/s24103019
APA StyleAlexander, C. J., Manske, S. L., Edwards, W. B., & Gabel, L. (2024). Adapting the Intensity Gradient for Use with Count-Based Accelerometry Data in Children and Adolescents. Sensors, 24(10), 3019. https://doi.org/10.3390/s24103019