The Influence of Motıon Games in Students’ Personal Development

Abstract

The university stage is a change stage in the lives of young people, both on psychosomatic and on the relational-social level. The natural question that derives as a consequence of these changes would be: Are there significant differences in the results recorded to prove that motion games adapted to the age period would be necessary for the students’ personal development at this age stage? The present research was based on the hypothesis according to which weekly applied motion games on the students would be a positive starting point in their personal development, while their absence would produce a visible differentiation between individuals with a negative effect in the personal relational development. “Motion Games” are well received regardless of the students’ age due to the fact that they support personal development. The absence of motion games produces a visible differentiation with a negative effect on personal development.