The relationship between the stanford leisure-time activity categorical item and the godin leisure-time exercise questionnaire among rural intervention participants of varying health literacy status

Natalie Kružliaková, Paul A Estabrooks, Wen You, Valisa Hedrick, Kathleen Porter, Michaela Kiernan, Jamie Zoellner

Research output: Contribution to journalArticle


Background: A pragmatic, self-reported physical activity measure is needed for individuals of varying health literacy status. Methods: This study is a secondary analysis of a 6-month behavioral intervention for rural Appalachian adults developed using health literacy strategies. We examined the relationship and responsiveness of the Stanford Leisure-Time Activity Categorical Item (L-Cat) and adapted Godin Leisure-Time Exercise Questionnaire (GLTEQ) and determined if baseline health literacy status moderates intervention effects. Results: Of 301 enrolled participants, 289 completed the L-Cat at baseline and 212 at 6 months. Approximately 33% were low health literate and 43% reported annual income of ≤$14,999. There was high agreement (84.1%) between the L-Cat and adapted GLTEQ for classifying individuals as meeting physical activity recommendations with little differences by health literacy level (low literacy 80.4% and high literacy 85.9%). The primary source of incongruent classification was the adapted GLTEQ classified almost 20% of individuals as meeting recommendations, whereas the L-Cat classified them as not meeting recommendations. There were differences in responsiveness between measures, but baseline health literacy status did not moderate change in any L-Cat or adapted GLTEQ measures. Conclusion: Implications and recommendations for using the L-Cat 2.3 and GLTEQ among individuals of varying health literacy status are discussed.

Original languageEnglish (US)
Pages (from-to)269-278
Number of pages10
JournalJournal of Physical Activity and Health
Issue number4
StatePublished - Apr 2018



  • Health disparities
  • Health promotion
  • Physical activity
  • Physical activity assessment
  • Program evaluation

ASJC Scopus subject areas

  • Orthopedics and Sports Medicine

Cite this