“A bunch of big idiots smack into each other” – A mixed-method investigation of learning rugby through video gaming compared to traditional instruction

Abstract

The two-pronged purpose of this study was to determine: 1) whether playing a sedentary sport video game (SSVG) is more effective than traditional hands-on instruction in learning a new sport, and 2) whether playing a SSVG motivated the future viewing orplaying intentions of the authentic sport.A mixed-method multi-phase intervention was conducted with two quasi-experimental groups. Participants (n = 38) were college students enrolled in an undergraduate physical activity course with little prior knowledge of rugby. The first semester of data collection included the Instruction First (IF; n = 19) group taking a rugby pre-test, performing two rugby instruction sessions, taking a mid-test, performing two rugby gaming sessions, taking a post-test, and finished with a focus group session. The next semester, the Video Gaming First (GF; n = 19) group replicated these procedures, but the order of gaming and instruction sessions were switched. Results indicated the gaming sessions alone significantly (p <.05) increased overall rugby knowledge test scores for the GF group. Focus group findings revealed the SSVG motivated intentions to watch rugby, but not to physically play it. Overall, SSVGs might be used to augment, but certainly not replace, traditional sport instruction.