Sedentary past‐times such as video gameplay are cited as having a negative effect on children's Fundamental Motor Skills (FMS) acquisition. Conversely, “exergames” utilise 3D sensor control systems (eg, Kinect®) to offer full body interactive user experiences in which FMS outputs are often part of the game “play” experience. This study evaluated the impact that participation in (1) commercial exergames and, (2) purpose‐built exergames had on user locomotor skill outcomes (run, hop, skip, jump and slide) when both sets of games were deployed with a “principled” human‐in‐the‐loop personalisation process. Typically developing children aged between 5 and 6 years were divided into two groups; a control group (n = 20; 45% girls) exposed to commercial exergames and, an experimental group (n = 20; 50% girls) exposed to purpose‐built exergames. Gameplay was delivered daily, in the classroom, over a period of 8 weeks. The Test of Gross Motor Development‐2 was utilised to assess children's locomotor skills at three time points (pre, interim and posttest). A mixed analysis of variance with repeated measures on time was conducted to evaluate results of the experimental group in comparison to the control group. A significant interaction effect was observed relating to Time × Group. Pairwise comparisons with a Bonferroni adjustment demonstrated that the experimental group made significant improvements for each locomotor skill (run, hop, skip, jump and slide) from pretest to posttest while the control group made significant improvements in only one locomotor skill (the slide) over the same timeframe. Results indicate that principled design and deployment of purpose‐built exergames support high quality locomotor outputs and, improved outcomes over time.
What is already known about this topic
A majority of modern children do not possess proficient locomotor skills and cannot hop, skip or even run properly
Teachers typically target motor skills in the Physical Education setting but these skills require regular personalised practice to improve performance
3D sensor controlled exergames provide a potential platform to target locomotor skill acquisition in the classroom, but currently lack the necessary design principles to improve user locomotor skill outcomes
What this paper adds
A suite of “principled” exergames with adaptable features to target locomotor skills in the classroom
A human‐in‐the‐loop deployment process that empowers the teacher to be a crucial component of the learning experience
Empirical evidence to support the effectiveness of purpose‐built exergames for locomotor skill acquisition purposes in the classroom
Implications for practice and/or policy
Educators can work with a gaming system to effectively deploy “short bouts” of 3D sensor exergameplay in the classroom and facilitate significantly improved locomotor skills in children.
Design and development of educational technology could consider the teacher as a valuable “human intelligent system” capable of making decisions about the user and user exper...
Whole-school physical activity (PA) promotion programmes are recommended to increase youth PA. Evaluation of programmes is essential to ensure practice is guided by evidence. This paper evaluates the Active School Flag (ASF), a whole-school PA promotion programme in Ireland, using the Reach, Effectiveness, Adoption, Implementation, and Maintenance (RE-AIM) framework. ASF was evaluated across three levels—(1) administration, (2) application, (3) outcomes—using a mixed-methods case study design. Existing data sources were reviewed, the programme coordinator was interviewed, and a pilot study was conducted to investigate impact on 3rd and 5th class students (3 schools, n = 126 students, age range 8–12 years). In-school Moderate to Vigorous Physical Activity (MVPA; by accelerometery), motivation for PA (BREQ), PA self-efficacy (PASES), school affect and peer social support (Kidscreen27) were measured pre-programme (0 months), post-programme (8 months), and at retention (12 months). Teacher perceptions of classroom behaviour (CBAST) were also measured pre- and post-programme. ASF has been successful in engaging 46% of primary schools nationally. Students’ in-school moderate–vigorous PA increased in all pilot-study schools from pre-programme to retention (η2 = 0.68–0.84). ASF programme design facilitates implementation fidelity, adoption and maintenance through buy in from schools and government stakeholders. ASF presents as an effective PA promotion programme in the short-to-medium term for primary schools. This RE-AIM evaluation provides evidence of ASF effectiveness, alongside valuable findings that could support programme improvement, and inform future similar programmes.
Effectiveness of school-based physical activity (PA) initiatives is not only measured by short term impact on PA levels, but on modifiable determinants of PA such as perceptions and motivations towards PA engagement. These determinants predict more long-term effects and, when it comes to PA promotion, are potentially influenced not only by "what we do" but "the way that we do it". "The Active School Flag" is a whole school process-oriented physical activity initiative that aims to get more schools, more active, more often. In this exploratory study, a mixed methods research approach is taken to examine the differential impact of the Active School Flag compared to the outcome-oriented PA initiative "The Daily Mile" on measured PA and perceptions of PA, in Irish primary school children. Accelerometry data (n = 124; 41% girls) and focus group data (n = 24; 50% girls) were collected from four schools of low socioeconomic status at baseline and follow up (eight months later). Two schools implemented the Active School Flag initiative and two implemented the Daily Mile initiative. Contrasting trajectories in PA levels were observed over time with Daily Mile participants demonstrating a significant decrease in PA levels from baseline to follow up (P = 0.004), and Active School Flag participants demonstrating a significant increase (P < 0.001) over the same timeframe. This meant that while Daily Mile participants had significantly higher levels of PA at baseline compared to Active School Flag participants (P < 0.001), Active School Flag participants experienced a positive trajectory which saw them to "catch up" to TDM participants by follow up. From a qualitative perspective, 4 key themes, 1) Affordance of choice, 2) An appropriate level of challenge, 3) Importance of social interactions and 4
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