Validity of the “Samsung Health” application to measure steps: A study with two different samsung smartphones     

Vicente J. Beltrán-Carrillo  Alejandro Jiménez-Loaisa  Miriam Alarcón-López  Jose L. L. Elvira 《Journal of sports sciences》2019,37(7):788-794

The purpose of this study was to examine the validity of a highly popular pedometer application (Samsung Health). Sixteen adults (28.8 ± 8.9 years of age) wore two Samsung smartphone models, Samsung Galaxy Core Prime (SGCP) and Samsung Galaxy S4 (SGS4), at three body locations (waist, arm, and hand) while walking and running over a 50-m test. All trials were recorded using a video as a gold standard measure of step counts. Results indicated that the validity of Samsung Health varied depending on the smartphone model, its body location, and the type of gait (walking and running). Samsung Health showed acceptable validity when the SGCP was located on the hand (Bias = ?8.3%; RMSE = 5.6), and especially on the arm (Bias = ?7.2%; RMSE = 4.9) while running, and when the SGS4 was located on the arm (Bias = ?7.5%; RMSE = 5.4), and especially on the waist (Bias = 5.4%; RMSE = 3.7) while walking. Samsung Health only showed good validity when the SGS4 was located on the arm (Bias = 2.9%; RMSE = 3.6), and especially on the hand (Bias = 0.5%; RMSE = 2.5) while running. This application showed unacceptable validity in the remaining options.  相似文献   

“Reframing:” A tool for the school psychologist     

Phyllis Bowman  Miriam Goldberg 《Psychology in the schools》1983,20(2):210-214

Psychologists working in schools spend much time conducting psychological evaluations and reporting their findings to parents, who often do not follow through upon the recommendations made. Conceptualization of a child's problem integrating a family systems perspective with the individual assessment data enables the school psychologist to make an effective intervention in the single session meeting with parents following the evaluation. Application of the paradoxical technique “reframing,” borrowed from the family systems strategic model, gives the school psychologist a tool for mobilizing increased commitment on the part of the parents toward resolving a child's problem as a joint endeavor. The family is offered a formulation of the child's problem in interactional terms, with no one held to blame. A proposition is offered that connotes the underlying motivation in a positive light, and gives the family a new definition of the situation. Three case examples are given to illustrate application of this technique in a school setting.  相似文献