Is Active Game A Possible Way to Promote Physical Activity in School?

Abstract

Recently, involving physical activity (PA) in video games has been advocated in an attempt to enhance players' PA level. The combination of applying a technology device and engaging PA is called active game. It is assumed that the appealing effect of technology will attract children to be physically active with enjoyment. PURPOSE: To examine the physical activity level generated in an active game unit in elementary physical education. METHODS: Participants were 78 fourth grade students (35 males, 43 females) from four classes at an inner city elementary school in a southern metropolitan area in the United States. An active game lab was set up for research on school-based physical activity intervention. Nine different dual active games were included in the game lab, such as CYBEX Trazer. The physical education teacher received two-day training on incorporating active game into physical education. Students' in-class PA level was measured using RT3 accelerometers which provide tri-axial vector data in metabolic equivalent units (METs). A 30-minute Physical education class was offered twice a week. PA data were collected from four lessons randomly selected each week from the four week of active game unit. RESULTS: Descriptive analysis suggested that on average the PA level of active game unit (M = 2.13, SD =.65) did not meet the recommend moderate intensive level (MET ≥ 3.0). Specifically, 91.4% of students were lightly active and 8.6% of them were moderately active during the class. However, repeated measure analysis indicated that there was a significant time effect (p <.5). In other words, activity level gradually increased each week over the four weeks. CONCLUSION: Although active game did not seem to generate recommended PA level in this structured instructional unit, the finding should not be surprising as physical education is fundamentally different from any sole videogame playing settings. One possible reason for the low PA is that both the teacher and students were new (or inexperienced) to the active game as an instructional unit in physical education. Repeated measure analysis suggested that the PA level will increase and may eventually reach a moderate to vigorous level once students become familiar with the functions of the games. Future longitudinal study is needed for further investigation.