Course:KIN355/2020 Projects/Active Gaming

Defining the Concept and Its Importance

Video games are becoming an increasingly popular pastime in the modern-day household, so much that it has negatively affected levels of physical activity in youth (Barnowski et al., 2014). Passive screen time and other sedentary activities are rapidly replacing physical activity, which is problematic for the long-term health of this technology-driven generation (Bochner et al., 2015). To combat this crisis, researchers have integrated the essentials of meeting daily physical activity requirements with the pleasurable aspects of this generation's livelihood to form active gaming. Active gaming is the use of video games to provide physical activity or exercise through interactive play (Mears & Hansen, 2009). Contrary to conventional sedentary types of video games that involve limited hand and finger movements, active gaming engages the whole body in virtual sport and interactive physical activities to increase heart rate, oxygen consumption, and energy expenditure (Bochner et al., 2015). The technology tracks users' body movements in three-dimensions as they are translated onto the screen, allowing the user to become the creator of their onscreen content (Barnowski et al., 2014). Furthermore, devices can accurately measure reaction time and acceleration while capturing the speed and power of the user's movement. Originally designed merely to make video games more interesting and fun, active gaming devices are now a novel way of keeping elementary students engaged in their classroom and physical education environments (Staiano & Calver, 2011).

There are two categories of games that can be implemented in physical education settings. The first category includes exergames, which use screen-based technology and require the user to participate by using full-body movements (Mears & Hansen, 2009). These include rhythmic step sequence games, virtual bicycle ergometers, balance board simulators, and sport simulation games. The second category consists of interactive fitness games, which similarly require full-body movements but use a non-screen based interface instead (Mears & Hansen, 2009). The technology-driven aspects are still maintained to pique interest, as interactive fitness games use contact touchpads and other various pieces of equipment as controllers to provide and receive input (Mears & Hansen, 2009). These include martial arts simulators, sports walls, and hopsports.

In a civilization where sedentary activities are becoming more and more normalized, there is also an increased risk of obesity in children, especially if they do not engage in enough physical activity regularly (Bochner et al., 2015). Youth need to enjoy the sufficient levels of physical activity they must receive, which can be easily provided by active gaming. In addition to increasing acute energy expenditure to rates sufficient for meeting daily physical activity requirements, active gaming has the effects of improving youths' health status while benefitting physical, social, and academic outcomes (Staiano & Calver, 2011). These include engagement in psychosocial and cognitive areas and positive impacts on self-esteem, social interaction, motivation, attention, and visual-spatial skills. Most importantly, active gaming enhances students' interests and competence in physical activity, both of which influence self-initiation self-efficacy, and intrinsic motivation, and ultimately predict the long term-adherence of physical activity (Biddiss & Irwin, 2010).

Role in Childhood Development and Contemporary Considerations

In the United States, the prevalence of obesity has more than doubled in children within the past 40 years (Bochner et al., 2015). Youth with obesity often develop negative self-image and lower self-esteem and are at a higher risk of heart disease, diabetes, cancer, stroke, and adult obesity (Bochner et al., 2015). The increased numbers of obesity are correlated with the advances of technology available in households, where childhood obesity is associated with sedentary activities like watching television and playing video games (Bochner et al., 2015). The theories behind this association include reduced energy expenditure while watching television, replacement of physical activities by sedentary behaviors, and higher consumption of unhealthy foods during sedentary activity (Bochner et al., 2015). Furthermore, barriers of physical activity may also be in effect, which include time constraints, unsafe neighbourhoods, feelings of incompetence, and insufficient social support from peers and parents (Biddiss & Irwin, 2010). However, active gaming brings many health advantages that combat obesity while incorporating the pleasurable aspects of video gaming including physical, psychosocial, cognitive, and academic benefits (Staiano & Calver, 2011).

The physical benefits of active gaming include increasing energy expenditure, heart rate, and oxygen consumption (Staiano & Calver, 2011). Physical benefits in playing exergames include yielding light-to-moderate energy expenditure (Bochner et al., 2015). Exergames that engage the lower body produce more moderate physical activity than those that just engage the upper body, and games that require both upper and lower body exert the most energy expenditure (Biddiss & Irwin, 2010). These compared results are also reflected when evaluating increases in heart rate, where exergames that engage upper and lower body result in the greatest increase in heart rate levels. When played at higher intensities, users can also meet standards for cardiorespiratory and aerobic fitness, as increased heart rates result in greater oxygen uptakes (Bochner et al., 2015). Frequent and persistent active gameplay also contributes to fitness and weight loss over time (Staiano & Calver, 2011). In addition to these aerobic benefits, the structure of exergames requires rapid hand/foot-eye coordination, which can be improved and transferred to development in agility (Staiano & Calver, 2011).

In addition to exergaming's physical benefits, its psychosocial benefits include increased social interaction, self-esteem and self-efficacy, mood, and motivation (Staiano & Calver, 2011). Engaging in exergames in classroom or leisure settings can encourage friendships among players, reducing the risk of social isolation and loneliness (Staiano & Calver, 2011). A study by Lieberman found that youth sought out active gaming for social interaction, meeting others who also play, and seeking admiration from others for their skills, which ultimately allowed them to develop more friendships (2006). Active gaming also increases self-esteem and efficacy in children, especially those experiencing obesity, where traditional physical activity may provoke bullying and criticism (Barnowski et al., 2014). Exergaming is structured so that attention is redirected to the screen rather than the individual's body, which reduces body-consciousness in users who are immersed in the gaming experience (Staiano & Calver, 2011). Active gaming also improves the mood of children more than those playing video games without exercise, which reflects how aerobic exercise releases endorphins and serotonin to trigger a positive affect for the exerciser (Sharifi et al., 2018). Improvement of mood during exergaming transfers to other sustained exercises that users once disliked (Lieberman, 2006). Lastly, exergaming develops intrinsic motivation by enhancing competence, providing choice, and connecting goals to personal values (Barnowski et al., 2014). This is more motivating compared to traditional exercising, as youth are driven by bettering their high-scores, something that is rarely documented in recreational activities.

Active gaming comes with the benefit of cognitive and academic outcomes through the development of spatial awareness, attention, and understanding of cause-and-effect relationships (Staiano & Calver, 2011). Exergames directly improve executive functioning in the cognitive domain, portrayed by the structural, molecular, and neurochemical changes brought by aerobic exercise (Staiano & Calver, 2011). Cognitive performance in perceptual skills, intelligence, achievement scores, academic readiness is also improved through physical activity provided through exergaming (Staiano & Calver, 2011). Enhanced levels of attention are brought by both aspects of aerobic activity (through neurotransmitter functions) and video gameplay as players monitor multiple tasks on the screen (Staiano & Calver, 2011). Visual-spatial skills are also improved in exergaming, as cognitive mapping is often required of players to successfully engage with the game (Staiano & Calver, 2011). Lastly, video games often include problem-solving, hypothesis testing, estimation pattern recognition, memory, and judgment, which are all beneficial cognitive outcomes that contribute to academic success (Staiano & Calver, 2011).

Practical Applications

Game #1: Just Dance Kids

Purpose:

Just Dance Kids is an exergame that promotes healthy physical movement while playing a video game (Ubisoft Support, 2020). By playing this game, children can burn calories, improve their flexibility, increase their muscle tone, and maintain a healthy weight (Frey, 2020). Although video games are perceived as a sedentary activity, dancing exergames are a fun way for children to get exercise and further develop their motor skills.

Target age:

The target age for Just Dance Kids is 3-10 years old. However, the game is designed to be inclusive for most ages. There are 2 versions of the game: the regular version provides inclusiveness for all children, and an advanced version available for adults and children who are more proficient in their movement.

Equipment:

Just Dance Kids is available on Xbox, Wii, PS4, or a Nintendo Switch. A TV is also required to access the game. For most of these consoles, you do not need to hold a controller while playing the game, but the Wii requires the player to hold a Wii remote while dancing. This game is accessible up to four players at a time. It is recommended that children have an open space to play the game so that they do not have to worry about bumping into anything.

Instructions:

When a child plays Just Dance Kids, they choose from a wide selection of kid’s songs and engage in dance movements to these songs. To play the game, the child needs to copy the exact moves that the dancers on the screen are doing. At the end of the game, you get a score based on how well you did and how accurately you executed the dance moves.

Modification:

One modification for children would be to only do the arm movements to start, as children may find it difficult to do the full choreography. As they get more experience playing the game and get more practice, they can work their way up to copying the exact choreography. They could also start by only doing the leg movements to a song to suit their preferability.

Game #2: Exercircuit for Kids!

Purpose:

The purpose of this exergame is to promote physical activity for young children while engaging in a fun and interactive game. Many adults take part in circuit-type exercise classes where they go to different stations and do a different exercise at each circuit. This circuit exergame is adapted for kids so that it is at a level that is attainable for them.

Target age:

The target age for this exergame is for children 6-7 years old. The children must be old enough to perform the exercises accurately.

Equipment:

No equipment is needed for the game besides a TV with a gaming console that the game can be played on. All of the exercises in the game are body-weight exercises; thus, there is no need for weights. This game should be played in an open space where children have space to move and jump around.

Instructions:

One to two players should play the exergame at once to prevent overcrowding. The game consists of 10 exercises for a duration of 20 seconds each with a 20 second break in between stations. An avatar will come onto the screen and show the child what to do at each station. They will perform the circuit with the child so that the child can copy off of them. The 10 stations will feature different exercises for the child to perform. At station 1, the child will need to do high-knees for 20 seconds. At station 2, the child will run on the spot for 20 seconds. At station 3, the child will do side lunges on one leg for 10 seconds, and then perform side lunges on the other leg for the remaining 10 seconds. At station 4, the child will do jumping jacks for 20 seconds. At station 5, the child will jump up and down for 20 seconds. At station 6, the child will do squats for 20 seconds. At station 7, the child will skip on the spot for 20 seconds. At station 8, the child will crawl in a circle for 20 seconds. At station 9, the child will crab walk in a circle for 20 seconds. At the last station, the child will hop on one foot for 10 seconds and then on the other for the remaining 10 seconds. At the end of each station, a buzzer will go off to let the child know that they are done at that station and it is time for a break before the next one. Another buzzer will go off when the new station starts. After the circuit is complete, the child will be able to stretch by copying the avatar on the screen. When the child completes the circuit, they get a star which can be used towards buying new avatars or new backgrounds/places for their avatar to perform the circuit.

Modifications:

A modification that can be made for younger children that struggle with properly executing each exercise would be to go slower and do every second movement that the avatar does. This would be beneficial for the child as it would allow them to master the movement first, before working on going faster and competing more reps before the time runs out.

Summary

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References

Baranowski, T., Maddison, R., Maloney, A., Medina, E., & Simons, M. (2014). Building a better mousetrap (exergame) to increase youth physical activity. Games for Health Journal, 3(2), 72–78. https://doi.org/10.1089/g4h.2014.0018

Biddiss, E., & Irwin, J. (2010). Active video games to promote physical activity in children and youth. Archives of Pediatrics & Adolescent Medicine, 164(7), 664–672. https://doi.org/10.1001/archpediatrics.2010.104

Bochner, R. E., Sorensen, K. M., & Belamarich, P. F. (2015). The impact of active video gaming on weight in youth. Clinical Pediatrics, 54(7), 620–628. https://doi.org/10.1177/0009922814545165

Frey, M. (2020, June 2). Just Dance Game Weight Loss Workout. Very Well Fit. https://www.verywellfit.com/get-fit-with-just-dance-3968348#:~:text=Tips&text=Just%20Dance%20(only)%20for%20weight,and%20gradually%20increase%20your%20endurance

Lieberman, D. A. (2006). What can we learn from playing interactive games? In P. Vorderer & J. Bryant (Eds.), Playing video games: Motives, responses, and consequences (pp. 447–469). Routledge.

Mears, D., & Hansen, L. (2009). Technology in physical education article #5 in a 6-part series: Active gaming: Definitions, options and implementation. Strategies, 23(2), 26–29. https://doi.org/10.1080/08924562.2009.10590864

Sharifi, M., Hamedinia, M., & Hosseini-Kakhak, S. (2018). The effect of an exhaustive aerobic, anaerobic and resistance exercise on serotonin, beta-endorphin and BDNF in students. Physical Education of Students, 22(5), 272–277. https://doi.org/10.15561/20755279.2018.0507

Staiano, A. E., & Calvert, S. L. (2011). Exergames for physical education courses: Physical, social, and cognitive benefits. Child Development Perspectives, 5(2), 93–98. https://doi.org/10.1111/j.1750-8606.2011.00162.x

Ubisoft Support. (2020). Kids Mode in Just Dance 2020. https://support.ubisoft.com/en-AU/Faqs/000051365/Kids-mode-in-Just-Dance-2020-JD20/