Dwayne P. Sheehan

Intra-Rater and Inter-Rater Reliability of the Balance Error Scoring System in Pre-Adolescent School Children

This study was designed to test the intra- and inter-rater reliability of the University of North Carolinas Balance Error Scoring System in 9- and 10-year-old children. Additionally, a modified version of the Balance Error Scoring System was tested to determine if it was more sensitive in this population (“raw scores”). Forty-six normally developing fourth-grade students underwent balance testing. Twelve trials measured static and dynamic balance. Four adult raters scored the balance tests to yield Cronbachs alpha scores of reliability. Intra-rater University of North Carolina Balance Error Scoring System α varied from .73 to .94 and .94 to .99 when using the raw scores. The inter-rater University of North Carolina Balance Error Scoring System α of the four raters ranged from .77 to .95 and from .88 to .98 when using the raw scores. The University of North Carolina Balance Error Scoring System shows high reliability when used with fourth-grade elementary school children; however, raw scores may show greater reliability in a population of children.

Interacting with the past, present, and future of exergames: At the beginning of a new life cycle of video games?

Exergames are the result of changes in the games which preceded them. The last cycle of video game consoles arrived with add-on devices which allowed for this new genre of gaming. These devices allowed users to move their bodies to interact with the game. A new cycle of gaming consoles will offer increased device sensitivity and responsiveness, opening the door for improved game play. In the future, predicted improvements in game play will make exergaming even more engaging and realistic. Emerging technology such as smartphones with exergame-type apps, smart watches, and smart glasses may enable increased realism through mobile play. More people may become involved as new innovative uses for and types of games evolve. Future massive open online exergames may yield new opportunities for increased exergame participation. Exergaming stands poised to integrate movement and technology in ways which today’s visionaries, innovators, and populace can only imagine.

Exergaming as an Alternative for Students Unmotivated to Participate in Regular Physical Education Classes

With the novelty of exergames, an alternative form of entertainment and exercise emerged especially for physical education PE. While video games have been historically associated to problems such as obesity, social introversion and aggressive behavior, exergames brought a new perspective in which these cultural artifacts could contribute to peoples education concerning the practice of physical activity. This article presents a study about the setting up of an exergame lab focusing on kids and preadolescents who usually show signs of dissatisfaction with PE. The research methodology followed a qualitative observation approach, involving twenty-four students of both genders for three months. Results demonstrated that students who were normally unmotivated to participate in PE classes showed a positive attitude regarding the exergame practices and demonstrated their willingness to collaborate with peers. The study also showed that exergaming provides situations in which students can increase the regularity of their practice of physical exercises.

The Efficacy of Exergames for Social Relatedness in Online Physical Education.

Abstract 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.

Intergenerational Remote Exergaming with Family and Friends for Health and Leisure

Global guidelines for physical activity are not being met by most of the world’s youths, adults, and older adults. Family and friends who engage in physical activity across generations derive emotional, social, cognitive, and physical benefits from their interaction. Youths depend on adult assistance to travel long distances, adults are encumbered with obligations to work, and older adults often live more than 200 miles from their extended families. Intergenerational physical activity is difficult because generations are distant and lead busy lifestyles. Remotely played exergames can connect family and friends for intergenerational physical activity. Internet exergaming can help to make physical activity convenient and enjoyable as well as eliminate the effect of distance on playing with family and friends.

Motivation to Move with Exergaming in Online Physical Education

Motivation to move is critical in online physical education (OLPE). This study looked at the motivational aspect of remote exergaming versus another student versus proximally against a console generated non-player character (NPC). Research shows that students in grades 4-12 are motivated to play exergames because they are native gamers. The entertainment value of the exergame garners more effort from the students than they realize they are expending. This research showed that exergames are motivating for students (N=124) aged 11-18 in grades 6-12. The subjects reported high motivation to participate while playing both a computer generated NPC and a remote human opponent over the internet. Scores for motivation were highest when subjects played another student over the internet but were also high for proximal NPC play. This research positions exergaming as a potential piece of OLPE curriculum that can help students access the emotional aspect of physical education curriculum.

Exergaming for Physical Activity in Online Physical Education

For many the thought of students taking an online course conjures up images of students sitting at a computer desk. Students taking online physical education OLPE at home may lack opportunities for competitive or cooperative physical activity that are available to students in a traditional setting. Active video games exergames can be played over the internet between students. Exergames allow for a new and possibly effective genre of physical activity that offers OLPE students the opportunity to interact in relevant, engaging, and entertaining physical activity with other students. Secondary student N=124 heart rates were recorded before exergaming, after playing a non-player character, and after playing another student remotely over the internet. The results show that exergaming between students over the internet can raise student heart rates to moderate levels of physical intensity commensurate with guidelines for Physical Intensity for secondary students. Exergames show promise for physical activity in an OLPE course when played against a non-player character and a remote partner.

The Efficacy of Exergames Played Proximally and over the Internet on Cognitive Functioning for Online Physical Education.

Exergames (active video games that require kinesthetic movement) played in proximity to other players or against a gaming machine have been linked to positive increases in cognitive functioning. This study tested to see if remote exergame play over the Internet had an impact similar to exergames that are played in proximity. The study shows that remote exergaming can result in positive gains in cognitive functioning.

The relationship between sedentary behaviour and physical literacy in Canadian children: a cross-sectional analysis from the RBC-CAPL Learn to Play study

BackgroundPhysical literacy is the foundation of a physically active lifestyle. Sedentary behaviour displays deleterious associations with important health indicators in children. However, the association between sedentary behaviour and physical literacy is unknown. The purpose of this study was to identify the aspects of physical literacy that are associated with key modes of sedentary behaviour among Canadian children participating in the RBC-CAPL Learn to Play study.MethodsA total of 8,307 children aged 8.0-12.9 years were included in the present analysis. Physical literacy was assessed using the Canadian Assessment of Physical Literacy, which measures four domains (Physical Competence, Daily Behaviour, Motivation and Confidence, Knowledge and Understanding). Screen-based sedentary behaviours (TV viewing, computer and video game use), non-screen sedentary behaviours (reading, doing homework, sitting and talking to friends, drawing, etc.) and total sedentary behaviour were assessed via self-report questionnaire. Linear regression models were used to determine significant (p<0.05) correlates of each mode of sedentary behaviour.ResultsIn comparison to girls, boys reported more screen time (2.7±2.0 vs 2.2±1.8 hours/day, Cohen’s d=0.29), and total sedentary behaviour (4.3±2.6 vs 3.9±2.4 hours/day, Cohen’s d=0.19), but lower non-screen-based sedentary behaviour (1.6±1.3 vs 1.7±1.3 hours/day, Cohen’s d=0.08) (all p< 0.05). Physical Competence (standardized β’s: -0.100 to -0.036, all p<0.05) and Motivation and Confidence (standardized β’s: -0.274 to -0.083, all p<0.05) were negatively associated with all modes of sedentary behaviour in fully adjusted models. Knowledge and Understanding was negatively associated with screen-based modes of sedentary behaviour (standardized β’s: -0.039 to -0.032, all p<0.05), and positively associated with non-screen sedentary behaviour (standardized β: 0.098, p<0.05). Progressive Aerobic Cardiovascular Endurance Run score and log-transformed plank score were negatively associated with all screen-based modes of sedentary behaviour, while the Canadian Agility and Movement Skill Assessment score was negatively associated with all modes of sedentary behaviour other than TV viewing (all p<0.05).ConclusionsThese results highlight differences in the ways that screen and non-screen sedentary behaviours relate to physical literacy. Public health interventions should continue to target screen-based sedentary behaviours, given their potentially harmful associations with important aspects of physical literacy.

BRIDGING ONLINE PHYSICAL EDUCATION AND TECHNOLOGY ASSISTED PHYSICAL ACTIVITY

Technology assisted physical activity, known as exergaming, requires participants to more-or-less become a part of a video game by engaging in it physically. Researchers have investigated exergames for their ability to affect positive physical, cognitive, social and emotional changes in the participants in classroom and lab settings. To date, little if anything is known about the effect of an exergame when played remotely over the internet. The ability of the gaming systems to connect over the internet for head-to-head competitive or cooperative play may place exergames at the forefront of the search for the social and emotional curricular pieces which can be used in online physical education (OLPE) courses. Empirical evidence into the efficacy of using exergames in secondary OLPE curricula could help to provide much needed information as to whether exergames might be considered best practice. This paper previews a recently completed research study that can shed some light on this important question.