Exergaming as an Alternative for Students Unmotivated to Participate in Regular Physical Education Classes (original) (raw)
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Exergaming and physical education: A qualitative examination from the teachers' perspectives
2015
Active video games, or exergames, which require the physical movement of the participant’s body, are being recognized as one possible solution to a diminishing interest in childhood physical activity. Exergaming extends beyond the home and arcade and into the education sector, where it is being used as part of the physical education (PE) curriculum. This study is a qualitative examination of two elementary school PE teachers’ reflections of a sixweek exergaming program with their fourth grade students. Through a phenomenological approach, semi-structured interviews were conducted, transcribed and analyzed. Analysis through Social Cognitive Theory revealed several themes including the value of exergaming, student motivation, tailoring needs, accountability, self-awareness and challenges with implementation. Teachers in the study reported that exergaming was a positive curricular option that was students enjoyed resulting in high levels of student engagement. The variety of exergame a...
Exergames in Secondary School Physical Education: Attitudes Amongst Swedish Students
Digital games have been introduced as educational tools in upper secondary education (Wiklund and Ekenberg 2009) and studies show signs of improved language skills for students playing digital games (Mitchell and Savill-Smith 2004; Brandberg 2010), but there are few cases where digital games are used for physical education, or exergaming. To explore former secondary school students' attitudes towards the use of digital games in physical education, a study was conducted. Survey findings were complemented through interviews aligned to the survey questionnaire. Results show that 59% of the respondents were positive to the concept of using computer games to aid physical education, while 40% claimed that it would not affect their attitude towards physical activities. The remaining 1% stated that it would reduce their motivation for physical education classes if exergames were introduced. Results showed no clear connection between individual interests and attitude towards exergames, e...
International Journal of Scientific and Technological Research, 2002
The rapid growth of children's interest in the digital world leads educators to use this interest to meet learning outcomes. In this respect, the use of computer-based simulations and video games as educational tools is a necessity rather than an innovative method for educators. In recent years, school-based physical activity (PA) programs based on active video games/exergames (EG) have begun to be implemented. The aim of this review was to investigate the effects of EG as an educational tool in physical education (PE) lessons in terms of children's social, affective, and cognitive domains. The literature obtained by researching in Pubmed, Uludağ E-Library and Google Academic databases without date limitation was examined with systematic review methodology. In conclusion, EG creates the potential to have a positive impact on social, cognitive and affective domain skills such as PA perception, collaboration, leadership, self-management, motor learning, memory, awareness and peer learning. Even if EG alone does not replace a teacher or a lesson, it can enrich the learning environment in PE. EG can be not only an important source of motivation for active participation in PE lessons for children but also an effective educational tool for the teacher.
Exergames: good for play time, but should not replace physical education
2017
More and more young Australians are playing video games during their leisure time. Fortunately, video game manufacturers have introduced "exergames" in an effort to make this typically sedentary activity more physically engaging. These "active" video game consoles, like the Nintendo Wii, offer gamers sporting experiences that mimic the real game or sport. Health and physical education (HPE) teachers have embraced this technology in their classes to motivate children who show a lack of interest in traditional physical education activities. However, these exergames don’t provide the same skill development as traditional physical education.
Journal of Educational Issues
Growing studies show that exergames (EG) which can combine physical activity (PA) and games is an effective educational tool in physical education (PE). The purpose of this research was to evaluate the effect of dance-based EG on the attitude of 8th grade female students towards PE.The research group consists of 15 female students who are educated in the 8th grade of secondary education in the public school of Bursa province. Participants performed dance-based EG for 80 minutes (3 sets of 20 minutes sessions, 10 minutes rest between sessions), 3 days a week for 8 weeks. Music and dance content were changed after each 20-minute game. Participants answered the Physical Education and Sports Attitude Scale (PESAS) before the first exergame session and at the end of 8 weeks.Shapiro-Wilk and Kolmogorov-Smirnov tests were used to determine whether the variables are normally distributed. Mann-Whitney U test was used for pairwise comparisons, Kruskal-Wallis Analysis of Variance was used for ...
Exergames for physical education courses: Physical, social, and cognitive benefits
Child Development Perspectives, 2011
Digital games combining exercise with game play, known as exergames, can improve youths' health status and provide social and academic benefits. Exergame play increases caloric expenditure, heart rate, and coordination. Psychosocial and cognitive impacts of exergame play may include increased self-esteem, social interaction, motivation, attention, and visual-spatial skills. This article summarizes the literature on exergames, with a special emphasis on physical education courses and the potential of exergames to improve students' physical health, as well as transfer effects that may benefit related physical, social, and academic outcomes.
Psychology of Sport and Exercise, 2012
Objective: This study examines the efficacy of incorporating exergaming into physical education (PE) lessons among children and pre-adolescents in influencing the social cognitive factors and behaviors of physical activity (PA), based on the theory of planned behavior (TPB). Design: We conducted a six-week study centered on a 2 (exergaming: PE lesson with Wii vs. PE lesson without Wii) Â 2 (age group: 10 years-old children vs. 12 years-old pre-adolescents) between-subject factorial design. Method: 1112 participants were randomly assigned to the study conditions. At the end of the six-week program, participants completed a survey consisting of measures from the TPB variables. Results: Exergaming significantly influenced PA attitude, subjective norm, intention, and strenuous exercise behavior, with participants in the Wii-incorporated PE lesson more likely to emerge with more positive beliefs and behaviors. Age significantly influenced outcome variables, with the effect of exergaming more pronounced among children than pre-adolescents in attitude, moderate and mild exercise behaviors. Conclusions: Incorporating exergaming into PE lessons can be more effective than regular PE in enhancing PA beliefs and behaviors, particularly among younger children.
Promoting Children's Physical Activity in Physical Education: The Role of Active Video Gaming
Approximately half of the children in the United States do not meet the global physical activity guidelines, and many children adopt sedentary lifestyles. Given the fact about two-thirds children are classified as overweight or obese, traditional video games have been blamed as a major contributor to children's sedentary behavior and excessive weight. However, active video gaming is a new solution to fight increasing sedentary behaviors and childhood obesity. The major purpose of this study was to review the prevalence of sedentary behaviors in children and examine the factors contributing to the trend of decreasing physical activity in children. The second purpose of this study was to examine the extent to which video games are used by children and potential benefits associated with active video gaming, specifically to promote physical activity in children. The additional purpose was to offer an argument for educational professionals in the school setting to integrate active video games as a way to combat sedentary behaviors and obesity utilizing the self-determination theory and expectancyvalue model as theoretical frameworks.
The efficacy of exergames for social relatedness in online physical education
Cogent Education, 2015
Online physical education (OLPE) has been viewed as an oxymoron. Physical education curriculum at all levels seeks to help learners grow socially in the way they interact and deal with diverse and challenging fellow students and settings. Students who have no contact with other students while they are at home for various reasons may not be able to learn the proper response to the challenges of social participation or benefits derived from social contact. This study looked at the efficacy of remote exergame participation between students aged 11-18 (N = 124). The results show that exergaming over the Internet can provide students with a social experience that results in increased relatedness between participants versus playing by themselves against a non-player character (NPC). This relatedness can help students access the social standards for physical education when enrolled in OLPE.
Competing for ideal bodies: a study of exergames used as teaching aids in schools
Critical Public Health, 2014
Since the development of the welfare state, the Swedish school subject Health and Physical Education (HPE) has been regarded as an important site for public health work, and still assumes a central role in promoting the health of the coming generation. A specific type of health intervention, promoted by researchers in recent years, is the use of so-called exergames. In some countries, these fitness games are used as teaching aids in physical education classes and can be seen as examples of how public health issues and popular culture are shaping HPE in schools. The aim of the study reported in this paper is to examine which messages about health and body are offered, and how these are expressed in some of the fitness games used as teaching aids in school. The results of the study highlight the dangers of using exergames in the teaching of HPE in schools. The messages communicated by the games have a number of potentially harmful consequences, particularly with regard to the creation of specific health and bodily norms based on a measurable ideal. The use of this tool in education is thus far from value free, and the problems that might be solved when using the games are not necessarily the ones that education should privilege.