Does playing a sports active video game improve young children's ball skill competence?

Johnson, Tara M.; Ridgers, Nicola D.; Hulteen, Ryan M.; Mellecker, R.; Barnett, Lisa M.

doi:10.1016/j.jsams.2015.12.418

Cited by 35 publications

(24 citation statements)

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“…Study participants did not need to generate any power behind their stroke during MBVG play, which may have inadvertently impacted their decision to move to the less effortful one-handed backhand. This mirrors past research with novice participants that minimal motor movements are required to play various sport MBVGs (Barnett, Hinkley, Okely, Hesketh, & Salmon, 2012;Bryant et al, 2010;Pedersen, et al, 2016;Johnson et al, 2015). Analyses also noted that key critical elements such as footwork and follow-through were not present while performing the MBVG backhand.…”

Section: Backhandsupporting

confidence: 79%

“…Jenny et al (2013) investigated pre-service physical education teachers perceptions of MBVGs and found that they believe MBVGs are enjoyable and have the potential to increase student motivation and physical activity, but do not always mirror the same fundamental concepts or motor movements of the actual sport. Past studies have reported that players of MBVGs often only perform minimal physical movements needed to be successful within the MBVGs-which often do not mimic the authentic versions of the sportincluding MBVG versions of baseball, bowling, American football, golf, soccer, table tennis, tennis, and volleyball (Barnett, Hinkley, Okely, Hesketh, & Salmon, 2012;Bryant, Akerman, & Drell, 2010;Pedersen, Cooley, & Cruichshank, 2016;Johnson, Ridgers, Hulteen, Mellecker, & Barnett, 2015). None of these studies included highly experienced participants within the sport played.…”

Section: Mbvgs In Physical Educationmentioning

confidence: 99%

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Virtual and Authentic Tennis: Similarities and Differences of Three Common Tennis Strokes Performed by Collegiate Players

et al. 2019

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The purpose of this study was to compare the similarities and differences of three common tennis strokes (i.e., forehand, backhand, and serve) performed by National Collegiate Athletic Association Division I tennis players in an authentic and motion-based video game (MBVG) environment. Moreover, through qualitative focus groups, the perceived effectiveness of using MBVGs as a pedagogical tool was also examined. Video and statistical analyses revealed several positives and negatives of utilizing MBVGs when teaching sports skills, particularly in reference to beginner and experienced tennis athletes. Implications of these findings for physical educators, sport coaches, and sport video game developers are discussed.

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Section: Backhandsupporting

confidence: 79%

Section: Mbvgs In Physical Educationmentioning

confidence: 99%

Virtual and Authentic Tennis: Similarities and Differences of Three Common Tennis Strokes Performed by Collegiate Players

et al. 2019

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“…This modified version of the PMSC has demonstrated good face validity and test‐retest reliability in children of similar age in perceptions of both six LM skills (ICC 0.62) and seven OC skills (ICC 0.86) . The total PMC (ICC 0.78) showed good internal consistency (alpha coefficient range = 0.73‐0.87) .…”

Section: Methodsmentioning

confidence: 92%

Socioecological correlates of perceived motor competence in 5‐ to 7‐year‐old Finnish children

Niemistö

Barnett

Cantell

et al. 2019

Scandinavian Med Sci Sports

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We investigated child, family, and environmental factors associated with young children’s perceptions of locomotor (LM) and object control (OC) skills. The participants comprised 472 children (6.22 ± 0.63) and their parents. The children were assessed for their perception of motor competence in LM and OC skills (using the pictorial scale of Perceived Movement Skill Competence for young children), and actual motor competence (Test of Gross Motor Development 3rd edition and Körperkoordinationstest Für Kinder). Anthropometrics were calculated using the children’s body mass index standard deviation scores. A parent questionnaire included questions about child factors (sex, child’s independent walking age, time spent sedentary and outdoors, participation in organized sport activities, and access to electronic devices), family factors (parent educational level, physical activity frequency, and sedentary behavior), and environmental factors (access to sport facilities). Variance analysis sought to identify age‐related differences, and a linear regression model examined correlates of children’s perception of LM and OC skills. The children’s movement skill perceptions were found to be generally high. Four factors explained 5.7% of the variance in perceptions of LM skills and 7.5% of the variance in perceptions of OC skills. Two factors, lower age and higher actual motor competence, explained most of the children’s skill perceptions. Access to electronic devices (less) and Body mass index (BMI) (higher) were associated with perceptions of LM skills. Participation in organized sport activities (higher) and parental education (lower) were associated with perceptions of OC skills. When promoting children’s physical activity and motor competence, perceptions of motor competence are an important consideration.

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“…Another research study [50] aims to use online gamification to promote academic dissemination. Recent approaches [41,42,43] consider applying serious games on education, our proposal also considers the children's cognitive developments through playing. Indeed, Montessori educational fundamentals are supported by the current psychological research [45].…”

Section: Gamification and Serious Gamesmentioning

confidence: 99%

Game-based learning and gamification to improve skills in early years education

Lamrani

Abdelwahed

2020

ComSIS

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Early childhood education has become a prevalent public policy issue. It has a serious impact on the child's personality, upbringing, education, socialization, development, and academic success from the preschool period to the university and beyond. In general, traditional teaching methods usually have a fixed learning structure which disables the child to be motivated, creative and innovative. Learners receive theoretical rather than practical instructions, which discourage them from keeping and recalling concepts and information more quickly. Moreover, traditional teaching usually lacks attracting the full attention of learners which decreases their interaction, engagement and investment in the content. Thus, the development of innovative approaches offering better education is an effective way to address this problem. On the other hand, recent researches in the fields of cognitive science and educational neuroscience show that play-based learning is a promising approach to use in early childhood education. Four key success factors for learning have been identified to strengthen children's skills, namely attention, active engagement, feedback, and consolidation. Thus, the proposed approach presents a digital play-based learning approach deploying serious games augmenting the pedagogical aspect of the Montessori approach. Our purpose is to improve children's skills in their early years education through play-based learning and gamification. It aims to provide children with a rich variety of serious gaming activities and challenging experiences in an interactive environment. We developed several serious games based on Montessori pedagogical principal and the four pillars of learning. For the evaluation, we have chosen a representative sample of children from rural regions.

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Does playing a sports active video game improve young children's ball skill competence?

Cited by 35 publications

References 0 publications

Virtual and Authentic Tennis: Similarities and Differences of Three Common Tennis Strokes Performed by Collegiate Players

Virtual and Authentic Tennis: Similarities and Differences of Three Common Tennis Strokes Performed by Collegiate Players

Socioecological correlates of perceived motor competence in 5‐ to 7‐year‐old Finnish children

Game-based learning and gamification to improve skills in early years education

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