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Abstract

Volume 7: Issue 1, Article 2, 2026.  Accessibility is the effort and ability required to access and navigate environments and participate in activities. Physical activity educational materials disseminated to the public and used within behavior change interventions may be hard to read and navigate, decreasing their accessibility and a study’s validity. This study documented, and addressed, issues that may hinder researchers’ ability to gauge accessibility of their online educational materials using the cloze procedure (a direct readability measure, requires guessing missing words from text passages). A multi-stage, mixed methods pilot study was utilized (August 2022 to May 2023). Phase 1: Website content and navigation instructions were designed using SAM-suitability principles, then rated with one valid/reliable accessibility rating form. Website webpages met most rating form accessibility criteria (M = 77.78%, Med = 72.73%). Phase 2: undergraduate students from one kinesiology orientation course (n = 12) pilot tested the website and gave usability feedback. Generally, pilot test users felt instructions and website navigation were clear, but some felt unsure when completing the cloze readability test. Most users (83%) did not follow one key instruction (use one-word responses), leading to invalid cloze scores. Phase 3: Website re-tested with new undergraduate participants (n = 8) to confirm adequate edits after Phase 2. Adding a bold-text reminder led to correct completion of cloze readability test. Revising educational material using feedback from previous cloze responses led to valid cloze scores. The cloze procedure could be applied online to pilot test intervention educational materials, but users’ adherence to instruction should be confirmed first.

DOI

10.9741/2766-2187.1140

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