Abstract
The purpose of this preliminary study was to investigate trends in children’s sedentary behavior (SB), physical activity (PA), and motivation during a 12 week classroom-based Active Video Game (AVG) program. A sample of 16 children, recruited from an elementary school, participated in AVG for 30 minutes per school day for 12 consecutive weeks. School day time in SB and PA, in addition to step counts, were assessed across 12 weeks using accelerometers and motivation was assessed via questionnaires. Mixed effects models with a quadratic time parameter were employed to examine time trends. A significant negative trend was observed for SB, while light and vigorous PA and step counts yielded positive trends until approximately 8–9 weeks where a quadratic inflection point was observed (p < 0.001). Regarding motivational variables, enjoyment and social support from teachers significantly increased across 12 weeks (p < 0.05). A 12 week classroom AVG program yielded a positive trend in school day light and vigorous PA and step counts, and a negative trend in SB until 8–9 weeks into the program. This study supports the use of low-cost classroom-based AVG programs to improve children’s physical and mental health, but favorable PA trends were attenuated past 8–9 weeks.
Highlights
In the US, the prevalence of children affected by overweight and obesity has more than tripled since the 1970s [1]
A 12 week classroom Active Video Game (AVG) program yielded a positive trend in school day light and vigorous physical activity (PA) and step counts, and a negative trend in sedentary behavior (SB) until 8–9 weeks into the program
Unlike the conventional sedentary video games that may lead to sedentary lifestyles [9], active video games (AVGs) represent a variety of video games that require bodily movement and PA while playing, and have been increasingly used to promote PA and health in school settings [10]
Summary
In the US, the prevalence of children affected by overweight and obesity has more than tripled since the 1970s [1]. There is evidence that about 80% of school children do not achieve daily physical activity (PA) recommendations and a majority of children exceed sedentary behavior (SB) guidelines by spending more than 7.5 hours per day in front of a screen (e.g., TV and computer) [6,7,8]. A growing body of evidence suggests that AVGs have the potential to improve health behaviors (e.g., physical activity, physical fitness, motivation, motor skills) in youth [11,12,13,14]. Mechanisms to achieve these benefits include improvements in motivation (e.g., enjoyment, self-efficacy, perceived competence, and social support) that capture and sustain interest in PA [10]. The purpose of this preliminary study was to investigate the linear and non-linear trends of children’s objective SB, PA, and motivation during a classroom-based AVG program over 12 consecutive weeks
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