Normative Two-Minute Walk Test Distances for Boys and Girls 3 to 17 Years of Age

ABSTRACT

Aims: To provide normative reference values for the 2-minute walk test (2MWT) for children and adolescents. Methods: A population-based sample of 2,631 boys and girls (3–17 years) contributed data to this 2011 study which was part of the NIH Toolbox for the Assessment of Neurological and Behavioral Function Norming Project. The 2MWT was performed over a 50 foot (15.2 meter) out-and-back course. Results: Overall, the mean (standard deviation) distance walked by the participants was 186.2 (33.9) meters. As a general linear model demonstrated that gender (F = 11.0, p =.001) and age (F = 127.6, p <.001) affected 2MWT distance, separate norms are provided for each gender and age stratum (e.g., 3-year-old boys,16-year-old girls). Based on these findings and correlational and regression analysis, separate explanatory equations for 2MWT distance for boys and girls are provided. The separate equations for boys and girls include age, age squared, height, and body mass as variables that explain around 40% of the variance in 2MWT distance. Conclusions: The study presents norms for the 2MWT performed by American boys and girls. The norms can be used to determine the presence of limitations in walking endurance in this population.

KEYWORDS:

• walk test
• exercise test
• cardiorespiratory parameters
• walking
• outcome assessment

About the Authors

Richard W. Bohannon is a Professor and physical therapist engaged in academia, patient care, and research. He is the author of hundreds of peer-reviewed papers, most addressing physical performance. Ying-Chih Wang is a tenured Associate Professor engaged in teaching and research. Her research interests are in rehabilitation outcomes, Rasch analysis, and neuro-rehabilitation. Deborah Bubela is an Assistant Professor and physical therapist with thirty years of experience. She has specialized in working with children with a variety of conditions in natural settings (schools and homes) as well as clinical settings (clinics and rehabilitation hospitals). Richard C. Gershon is a Professor and leading expert in the application of Item Response Theory (IRT) in individualized and large scale assessments. He has developed item banks and Computerized Adaptive Testing (CAT) for educational, clinical, and health applications—including cognitive, emotional, and motor applications.

Additional information

Funding

This study is funded in whole or in part with Federal funds from the Blueprint for Neuroscience Research and the Office of Behavioral and Social Science Research, National Institutes of Health under Contract No. HHS-N-260-2006-00007-C, with additional support from the National Children's Study, under Contract No. HHS-N-267-2007-00027-C.