Quality of Life Measures

Quality of Life Assessment Tools

Quality of life measures provide a comprehensive picture of how the program affects participants’ overall wellbeing, beyond just physical fitness metrics.

1. Pediatric Quality of Life Inventory (PedsQL)

This is one of the most widely used and validated measures for children and adolescents (ages 2-18).

Format: 23 items rated on 0-4 scale, where 0=never a problem, 4=almost always a problem

Domains Assessed:

Physical Functioning:

  • “It is hard for me to walk more than one block”
  • “It is hard for me to run”
  • “It is hard for me to do sports activity or exercise”
  • “It is hard to lift something heavy”
  • “I have low energy”

Emotional Functioning:

  • “I feel afraid or scared”
  • “I feel sad or blue”
  • “I feel angry”
  • “I have trouble sleeping”
  • “I worry about what will happen to me”

Social Functioning:

  • “I have trouble getting along with other teens”
  • “Other teens do not want to be my friend”
  • “Other teens tease me”
  • “I cannot do things that other teens my age can do”
  • “It is hard to keep up with my peers”

School Functioning:

  • “It is hard to pay attention in class”
  • “I forget things”
  • “I have trouble keeping up with my schoolwork”
  • “I miss school because of not feeling well”
  • “I miss school to go to the doctor or hospital”

Administration Time: 5-7 minutes

Scoring: Items are reverse-scored and linearly transformed to a 0-100 scale, with higher scores indicating better quality of life.

When to Use: Baseline and post-program, with optional mid-program assessment

2. KIDSCREEN

Available in 52, 27, and 10-item versions, specifically designed for children and adolescents aged 8-18 years.

Available Versions:

Format: Items rated on 5-point scales

Domains and Sample Items:

Physical Well-being:

  • “Have you felt fit and well?”
  • “Have you been physically active (e.g., running, climbing, biking)?”
  • “Have you been able to run well?”

Psychological Well-being:

  • “Has your life been enjoyable?”
  • “Have you felt pleased that you are alive?”
  • “Have you felt satisfied with your life?”

Parent Relations & Autonomy:

  • “Have your parent(s) treated you fairly?”
  • “Have you been able to talk to your parent(s) when you wanted to?”
  • “Have you had enough money to do the same things as your friends?”

Social Support & Peers:

  • “Have you spent time with your friends?”
  • “Have you had fun with your friends?”
  • “Have you and your friends helped each other?”

School Environment:

  • “Have you been happy at school?”
  • “Have you got on well at school?”
  • “Have you been able to pay attention?”

Administration Time:

  • KIDSCREEN-52: 15-20 minutes
  • KIDSCREEN-27: 10-15 minutes
  • KIDSCREEN-10: 5 minutes

Scoring: Dimension scores are computed and transformed into T-values with a mean of 50 and standard deviation of 10.

When to Use: Baseline and post-program assessment

3. Youth Quality of Life Instrument (YQOL)

Specifically designed for adolescents aged 11-18.

Format: 41 items rated on an 11-point scale

Domains and Sample Items:

Sense of Self:

  • “I feel good about myself”
  • “I am happy with the way I look”
  • “I am able to do most things as well as I want to”

Social Relationships:

  • “I feel I am getting along with my parents or guardian”
  • “People my age treat me with respect”
  • “I feel comfortable around other people”

Environment:

  • “I feel safe at school”
  • “I feel safe in my neighborhood”
  • “I have enough privacy at home”

General Quality of Life:

  • “I enjoy life”
  • “I am satisfied with my life”
  • “I feel life is worthwhile”

Administration Time: 10-15 minutes

Scoring: Scores are transformed to a 0-100 scale, with higher scores indicating better quality of life.

When to Use: Baseline and post-program assessment

Administration Guidelines

Creating a Supportive Environment

  • Ensure privacy during completion
  • Emphasize there are no right or wrong answers
  • Explain that information helps tailor the program to their needs
  • Allow sufficient time without rushing

Appropriate Use of Data

  • Focus on individual changes rather than comparison to norms
  • Connect quality of life changes to program participation
  • Use information to enhance program elements that impact wellbeing
  • Identify areas that may need additional attention

Special Considerations

  • Be aware of literacy levels and provide assistance if needed
  • Consider cultural factors in interpretation
  • Recognize environmental influences beyond the program
  • Ensure data confidentiality

Connecting Quality of Life to Program Components

Physical Functioning

  • Track improvements in relation to increasing exercise capacity
  • Note changes in energy levels as fitness improves
  • Connect reduced physical limitations to specific exercises

Emotional Functioning

  • Link mood improvements to regular physical activity
  • Connect self-regulation skills developed in exercise to emotional management
  • Highlight stress reduction benefits of physical activity

Social Functioning

  • Note improvements in peer interactions during group sessions
  • Connect body confidence to social comfort
  • Highlight transferable social skills developed during the program

School Functioning

  • Discuss how improved sleep from exercise may affect concentration
  • Connect physical activity breaks to better academic focus
  • Note changes in school attendance related to overall health

Implementation Timeline

  • Baseline (Pre-Program): Complete full quality of life assessment
  • Mid-Program (Week 6): Optional abbreviated assessment
  • Post-Program (Week 12): Repeat full assessment
  • Follow-Up (3-6 months post-program, if possible): Assess maintenance of improvements

Using Results for Program Enhancement

  • Identify domains with greatest improvements to emphasize successful components
  • Address domains showing less improvement through program modifications
  • Share anonymous aggregate findings with stakeholders
  • Use patterns of improvement to guide future program development