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Table 4 Modified McMaster for quality assessment of compensation studies

From: Exploring activity compensation amongst youth and adults: a systematic review

Authors

Selection Bias

Study design

Data Collection

Withdrawals/dropouts

Exposure

Analyses

Q1

Q2

Q3a

Q4

Q5a

Q6a

Q7a

Q8a

Q9aa

Q9b

Q9c

Q10a

Q11

Q12

Q13

Q14a

Q15a

Q16

Bagget et al. [20]

S

W

M

–

–

–

S

S

S

–

–

S

W

W

–

–

S

S

Carlson et al. [33]

S

W

W

–

–

–

S

S

S

S

–

W

–

W

–

–

S

S

Clemes et al. [62]

M

W

M

–

–

–

S

S

S

–

–

W

W

M

–

–

W

W

Clemes et al. [34]

M

W

M

–

–

–

S

S

S

–

–

S

W

S

–

–

S/W

W

Costigan et al. [63]

S

W

S

S

W

–

S

S

S

–

–

W

W

M

W

W

S

W

Cull et al. [35]

S

W

S

S

–

W

S

S

S

–

–

S

S

S

S

S

S/W

W

Dale et al. [36]

W

S

S

–

W

S

S

S

S

–

–

W

S

S

S

S

W

W

DiBlasio et al. [37]

W

W

S

W

W

–

S

S

W

–

–

W

S

S

W

W

S

S

Fremeaux et al. [64]

S

W

M

–

–

–

S

S

S

–

–

W

S

W

–

–

W

S

Gomersall et al. [38]

W

W

S

S

W

–

W

S

S

S

–

W

S

S

W

W

W

W

Goodman et al. [65]

M

W

M

–

–

–

S

S

S

W

–

W

W

W

–

–

S/W

W/S

Jakubec et al. [39]

S

S

M

–

–

–

S

S

S

–

–

W

S

M

–

–

W

W

Jans et al. [66]

S

W

W

–

–

–

S

W

W

–

–

W

–

–

–

–

W

W

Liguori et al. [40]

W

W

W

–

–

–

W

S

S

–

–

W

S

M

–

–

S

W

Long et al. [41]

S

W

W

–

–

–

S

S

S

–

–

W

–

W

–

–

S

S

Mackintosh et al. [42]

S

W

S

–

–

–

S

S

S

–

–

S

–

S

–

–

S

S

Massie et al. [43]

M

W

W

W

W

W

W

S

S

–

–

W

S

S

W

S

W

W

Matthews-Ewald et al. [44]

S

W

M

–

–

–

S

S

S

–

–

S

–

M

–

–

S/W

S

Matthews et al. [67]

S

W

W

–

–

–

S

W

W

–

–

S

–

–

–

–

S

S

McCormack et al. [68]

S

W

W

–

–

–

S

W

S

–

–

W

S

S

–

–

S

S

McLaughlin et al. [45]

W

W

S

W

W

–

W

S

W

W

–

S

W

W

W

W

S

W

Meijer et al. [46]

W

W

S

W

W

–

S

S

W

–

–

W

W

W

S

W

S/W

W

Morgan et al. [47]

S

W

M

–

–

–

W

S

S

–

–

W

W

W

–

–

W

W

Nooijen et al. [69]

S

W

M

–

–

–

S

W

S

–

–

W

S

W

–

–

W

S

O’Sullivan et al. [48]

W

W

S

W

W

W

S

S

W

–

–

W

S

S

S

W

S

W

Penning et al. [49]

W

W

S

S

W

–

S

S

S

–

–

W

S

M

S

W

S

W

Radtke et al. [73]

S

W

W

–

–

–

–

W

–

–

–

–

S

M

–

–

–

–

Ridgers et al. [50]

S

W

W

–

–

–

W

S

S

S

–

S

–

S

–

–

W

S

Ridgers et al. [51]

M

W

S

S

S

S

S

S

S

S

W

S

W

S

S

S

S

S

Ridgers et al. [52]

M

W

M

–

–

–

S

S

S

–

–

W

W

W

–

–

S

S

Ridgers et al. [21]

M

W

M

–

–

–

S

S

S

–

–

S

S

M

–

–

S

S

Rocha et al. [54]

W

W

S

S

W

W

S

S

W

W

–

W

S

S

W

W

W

S

Rocha et al. [53]

W

W

S

S

W

W

S

S

W

S

–

W

W

W

W

W

W

W

Saunders et al. [55]

W

W

S

S

W

W

S

S

–

–

–

S

W

W

W

W

W

S

Schubert et al. [56]

M

W

W

–

–

W

W

S

W

–

–

W

–

S

–

–

S

W

Schutz et al. [57]

S

W

S

S

–

W

W

S

S

–

–

W

W

W

W

M

W

W

Siddique et al. [70]

W

W

S

S

W

W

S

S

S

–

–

W

S

S

S

W

S

S

Stylianou et al. [58]

W

W

S

W

W

–

W

S

S

–

–

W

S

S

S

W

S

S

Tanaka et al. [71]

S

W

M

–

–

–

S

S

W

W

–

W

S

M

S

S

S

S

Tigbe et al. [59]

M

W

W

–

–

–

S

S

S

–

–

W

–

S

–

–

W

W

Turner et al. [60]

W

W

S

S

W

–

S

S

W

–

–

W

S

W

W

W

W

W

Vandelanotte et al. [61]

M

W

W

–

–

–

S

W

S

W

–

W

–

–

–

–

W

S

Wilkin et al. [72]

S

W

M/W

–

–

–

S

S

M

–

–

W

W

G1: S

G2: M

G3: W

–

–

W

S

  1. Q1: Are the individuals recruited to participate likely to be representative of the intended target population? Is the analytical sample representative of the intended target population?
  2. Q2: What percentage of selected individuals agreed to participate?
  3. Q3: Indicate the study design
  4. Q4: Was the study randomised?
  5. Q5: Does the imposed activity occur at a time where the child is already active?
  6. Q6: Does the restricted activity replace time that would normally be active?
  7. Q7: Does the study examine activity across environments?
  8. Q8: Is the activity measurement tool objective?
  9. Q9: Is the measure valid and reliable?
  10. Q10: Does the study examine activity across the whole activity spectrum?
  11. Q11: Were individuals and dropouts reported in terms of numbers and/or reasons per group?
  12. Q12: Indicate the percentage of participants completing the study/providing complete data
  13. Q13: What percentage of participants received the allocated intervention or exposure of interest?
  14. Q14: Was the full exposure delivered as intended?
  15. Q15: Indicate the unit of analysis
  16. Q16: Did they control for confounders?
  17. Modified from the McMaster tool for quality assessment [29]. Full details regarding McMaster scoring can be found in Supplementary Information 3
  18. Abbreviations: S Strong, M Moderate, W Weak, − Not applicable
  19. aCompensation-specific criteria
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International Journal of Behavioral Nutrition and Physical Activity

ISSN: 1479-5868

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