Trends in Sedentary Behavior, Physical Activity, and Motivation during a Classroom-Based Active Video Game Program

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.

Understanding the Benefits of Brief Classroom‐Based Physical Activity Interventions on Primary School‐Aged Children's Enjoyment and Subjective Wellbeing: A Systematic Review

“…A total of 15 empirical studies of classroom‐based PA interventions in primary schools were included in this systematic review (see Figure 1 for an overview of the study selection process), comprising 13 studies that evaluated children's SWB and 8 studies that evaluated children's enjoyment of PA, as detailed below in Tables 1 and 2. Six interventions investigated both SWB and enjoyment outcomes 34‐39 . A total of 7022 child participants were enrolled in the studies at baseline and 6286 children were analyzed in the interventions across 148 primary schools.…”

“…PA exercises were also used alongside student's being encouraged to stand in classrooms during lessons 44 and enhanced PE classes 46 . Classroom‐based interventions tended to last between 2 and 10 minutes and were offered between 1 and 30 times a week for a period of 12‐18 weeks in 3 cases 35,36,46 . Most programs continued for between 4 and 10 months, 37‐45,47 with 1 lasting 20 months, 34 and 1 for a period of 3 years 26 …”

Lifestyle factors in the prevention of COVID-19

“… 149 Educational video games or active games with an emphasis on real-world social interaction or physical exercise may be better for the player's physical and mental health than mainstream video games, such as shooter games and multiplayer online role-playing games. 150 Furthermore, digital interventions including education, self-monitoring and parental involvement have been shown to significantly increase physical activity in adolescents. 151 Findings of the Canadian survey conducted in spring 2020 with over 4500 participants suggested that limiting the time of television, internet and video game use may promote better mental and general health during periods of confinement.…”

Impact of COVID-19 on gaming disorder: Monitoring and prevention

“…If outdoor activities and community events involving social interaction are prohibited, at-home activities, such as table games or home exercise, should be designed and provided. Furthermore, rather than playing mainstream video games, educational video games (such as PaGamO, popular in Taiwan) or active games that emphasize exercise or real-world social interaction can be played; such games may be better for the player's mental and physical health than mainstream video game genres such as massively multiplayer online role-playing games, and shooter games (Fu, Burns, Gomes, Savignac, & Constantino, 2019). The remote conferencing services Cisco Webex and Google Meet can also be used for student-student and student-teacher interactions.…”