The Effect of Increasing the Variety of Exercise Equipment on the Physical Activity Level of Children

Barkley, Jacob E.; Roemmich, James N.; Ryan, Edward J.; Bellar, David; Bliss, Matthew V.; Rittenhouse, Melissa A.

doi:10.1249/01.mss.0000323236.57424.0e

Cited by 12 publications

(14 citation statements)

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“…24,25 Increasing children's autonomy by giving them increased choices of physical activities to partake in AVG play may make AVG play more reinforcing and enhance incentive sensitization of AVG and/or TAP, which may lead to greater physical activity. 22,26 One of the most common alternatives to physical activity is screen-based sedentary activities, such as television, videogames, computer games, etc. These activities are very popular, with 65% of 4-to 11-year-old children using these devices for more than 2 hours per day.…”

Section: Introductionmentioning

confidence: 99%

Active Videogames to Promote Traditional Active Play: Increasing the Reinforcing Value of Active Play Among Low-Active Children

Ufholz

Flack

Johnson

et al. 2020

Games for Health Journal

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Background: Exercise reinforcement predicts physical activity of children. Repeated exposures of physical activity may increase physical activity reinforcement (incentive sensitization). Active videogame (AVG) play produces light-to-moderate-intensity physical activity. Ideally, AVG play would transition to nonscreen-based active play through incentive sensitization of traditional active play (TAP), providing AVG does not increase sedentary videogame (SVG) reinforcement. Greater autonomy increases motivation toward traditional physical activity, but whether autonomy enhances incentive sensitization has not been studied. Objectives: To determine whether autonomy over AVG play promotes incentive sensitization of TAP or SVG. Methods: Inactive children (ages 8-12; 5th-97th body mass index percentile) were provided with AVG and SVG for 6 weeks and assigned to either a high autonomy (n = 25) or low autonomy (n = 24) group, differentiated by AVG choice and more freedom over amount of play. Both groups played AVG 3 days per week. SVG were played ad libitum. Participants completed an operant responding task to measure the relative reinforcing value (RRV) of AVG versus SVG (RRV AVG vs. SVG ) and AVG versus TAP (RRV AVG vs. TAP ) at baseline, 6 weeks, and 10 weeks. Results: RRV AVG vs. SVG increased over time (P = 0.056) but did not differ by autonomy or autonomy · time (P = 0.184). RRV AVG vs. TAP decreased over time (P = 0.033) but did not differ by autonomy or autonomy · time (P = 0.73). Conclusion: AVG play does not increase motivation toward SVG and increases motivation to play AVG relative to TAP. Providing higher autonomy did not promote incentive sensitization of play.

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Section: Introductionmentioning

confidence: 99%

Active Videogames to Promote Traditional Active Play: Increasing the Reinforcing Value of Active Play Among Low-Active Children

Ufholz

Flack

Johnson

et al. 2020

Games for Health Journal

Self Cite

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“…More specifically, strength training among children of 7-9 of ages was shown to give positive results (Faingenbaum and Westcott 2000) and effective results had been obtained from long term training. On the other hand, uniform and monotonous training types were shown to reduce performance and materials used in the training as well as content diversity of training were stated to increase children's motivation and participation to the exercise (Barkley et al, 2011). In this study, the group that trained with their own body weight showed a significant decrease in push-up performance training and no significant increase could be detected in other parameters.…”

Section: Discussionmentioning

confidence: 57%

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2014

JPES

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The purpose of this study was to investigate effects of different strength training in trained period and untrained period. Thirty children (1st group weight mean: 30.50 ± 7.04 kg; height mean: 128.65 ± 6.74 cm; BMI: 18.06 ± 2.80 83 kg/m2 and 2nd group weight mean: 28.78 ± 4.50 kg; height mean: 131.12 ± 2.80 cm; BMI: 17.11 ± 2.83 kg/m2) participated to this study. Strength training was applied for 6 weeks. The children were divided to two groups as elastic band group and body weight training group. Height and weight measurements, leg strength test, sit-up test and push-up test were used in the study. All the tests were applied five times. Paired t-test, one Way ANOVA and repeated ANOVA statistics tests were used to analyze the data. The study results show that there were significant differences in leg strength and repetition of push-up between trained with elastic bands group and body weight after training group (p<0.05). There was no significant difference between sit-up (p>0.05). The time-dependent significant differences were found in push-ups, leg strength and sit-up (p<0.05).

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“…It is also reasonable to suggest that the presence of additional friends allows for a greater variety of physical activity options. Increasing the variety of physical activity options has been shown to lead to greater amounts of physical activity in children and adults [12,16,17] and the autonomy that children may have experienced during the group 10-min bonus period may be culpable, in part, for the increase in physical activity [18,19].…”

Section: Discussionmentioning

confidence: 99%

The effect of friendship groups on children's physical activity: An experimental study.

Sanders¹,

Peacock²,

Williamson³

et al. 2014

J Behav Health

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Background: Children often play with more than one friend and there is no experimental evidence that has measured the effect of friendship groups on physical activity behavior. Therefore, the purpose of this study was to assess children's physical activity in a controlled setting during three, separate social conditions; alone, with a single friend and with a group (four) of friends. Materials and Methods: A total of 24 children between the ages of 6 to 10 years old (n = 12 boys, n = 12 girls) participated in three separate free-choice social conditions for 30-min. For each condition, children could select from a variety of physical and/or sedentary activities. Children's physical activity was the measured via accelerometry during each condition. Upon completion of each 30-min condition children were given the option to participate in an additional 10-min bonus period. Results: Accelerometer counts were not significantly (P < 0.05) different throughout each 30-min condition. However, during the optional, additional 10-min bonus period, children's physical activity significantly (P < 0.05) increased from the alone (713 ± 283 counts/min) to the friend (2,713 ± 339 counts/min) condition and then increased again from friend to the group (3,253 ± 147 counts/min) condition. Furthermore, a significantly greater (P < 0.001) proportion of children chose to participate in the 10-min bonus period during the friend (92%) and group (100%) conditions than the alone condition (33%). Conclusion: Playing with a single friend and a group of friends, relative to playing alone, is more motivating, and can increase physical activity when given the option for additional time. Additional research is warranted to experimentally assess how friendship groups can impact physical activity behavior during 60-min of free-choice activities.

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The Effect of Increasing the Variety of Exercise Equipment on the Physical Activity Level of Children

Cited by 12 publications

References 0 publications

Active Videogames to Promote Traditional Active Play: Increasing the Reinforcing Value of Active Play Among Low-Active Children

Active Videogames to Promote Traditional Active Play: Increasing the Reinforcing Value of Active Play Among Low-Active Children

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The effect of friendship groups on children's physical activity: An experimental study.

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