Effects of the FIT Game on Physical Activity in Sixth Graders: A Pilot Reversal Design Intervention Study

Joyner, Damon; Wengreen, Heidi J.; Aguilar, Sheryl S.; Madden, Gregory J.

doi:10.2196/13051

Cited by 8 publications

(8 citation statements)

References 29 publications

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“…In this direction, part of the research was focused on the differentiation of schoolchildren in the system: different ages, gender, level of functional preparedness and weekly motor activity of each participant (Tanaka et al, 2018). There are studies based on the individualization algorithm of the process of harmonious development of schoolchildren through the individualization of motivational-needful preferences for the use of various innovative technologies (Joyner et al, 2019). The presented study supplements these scientific works by substantiating the need for the application of individually differentiated technologies in physical education classes for 15-17 years.…”

Section: Discussionmentioning

confidence: 99%

Differentiation of physical education lessons by body mass index of schoolchildren

Nagovitsyn¹,

Osipov²,

Loginov³

et al. 2021

Journal of Human Sport and Exercise - 2021 - Autumn Conferences of Sports Science

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Background: Many methodological problems associated in a sports and fitness environment based on a differentiated approach remain beyond the interest of researchers and developers. The aim of the study was to differentiate physical education classes in school in terms of the individual body mass index of schoolchildren and experimentally prove the effectiveness of its implementation for the harmonious development of youth. Study participants: schoolchildren 15-17 years (n = 64). All the schoolchildren were divided into four groups using the method of body mass index (BMI). Interventions: Pedagogical research was carried out for 7 months at school. The study used tests "Ready for work and defense", BMI, body health indicator and cognitive rate. Main outcome measures. In schoolchildren from the groups (EG1 and EG2), differentiated by BMI for physical education classes, the results on physical qualities improved: endurance and dexterity (p < .05). In CG1, where there was no differentiation, during the experiment 3 schoolchildren with overweight added. Thanks to the experimental intervention in EG1, the schoolchildren kept their initial BMI normal. Separate education of schoolchildren has a positive effect on the cognitive abilities of schoolchildren: comparison of EG1 and CG1 (p < .01), comparison of EG2 and CG2 (p < .05). Findings. The study showed the effectiveness of the BMI in differentiating of youth into groups. If the differentiating physical education at school to indicators of BMI, it will significantly improve the performance of physical and cognitive abilities schoolchildren 15-17 years old and reduce obesity of youth.

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Section: Discussionmentioning

confidence: 99%

Differentiation of physical education lessons by body mass index of schoolchildren

Nagovitsyn¹,

Osipov²,

Loginov³

et al. 2021

Journal of Human Sport and Exercise - 2021 - Autumn Conferences of Sports Science

View full text Add to dashboard Cite

show abstract

“…Of them, 52 were excluded following full-text evaluation (out of topic). Therefore, 15 articles were included in this review: seven concerning healthy children [11][12][13][14][15][16][17], three concerning children with CRDs [18][19][20], two concerning COVID-19 pandemic [21,22], and three focused on psychological wellbeing [23][24][25].…”

Section: Methodsmentioning

confidence: 99%

New Technologies for Promoting Physical Activity in Healthy Children and in Children with Chronic Respiratory Diseases: A Narrative Review

et al. 2021

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Physical activity (PA) is proven to benefit children and adolescents in several ways. New technologies may provide children with stimulating modalities for organizing their leisure time, accessing fitness programs, and obtaining daily goal reminders and peer support. Due to the current COVID-19 pandemic, following WHO recommendations for PA is difficult for many children, especially for those living in urban areas. Therefore, the use of digital tools to support and maintain PA could be useful in healthy children, as well as in those with chronic respiratory diseases (CRDs). This narrative review aims to summarize the most recent evidence about the role of new technologies in promoting PA in healthy children and in those with CRDs, in supporting PA during the COVID-19 pandemic, and in enhancing psychological wellbeing in this age group. The use of technological devices for promoting PA, such as web/mobile apps and games, has been proven to be effective both in healthy children and in those with CRDs. In conclusion, new technologies are very promising in terms of feasibility, acceptability, and efficacy in promoting PA. Further studies are required to evaluate the long-term health benefits of using these technologies.

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“…Narratives have previously been used in a physical activity setting with children to increase their physical activity time. For example, the FITT game was a school-based intervention which incorporated a science fiction narrative whereby children were tasked with finding and capturing villains before they can cause planetary destruction (Joyner et al, 2019). The intervention was found to positively and significantly increase children's physical activity time and is a demonstration of how a narrative can be effectively incorporated into a physical activity session.…”

Section: Staging a Physically Active Experiencementioning

confidence: 99%

A “Physically Active Experience” – Setting the Stage for a New Approach to Engage Children in Physical Activity.

Budzynski-Seymour¹,

Steele²,

Jones³

2021

Preprint

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Despite the multiple health benefits that come from engaging in physical activity, data suggests that children are moving less. Novel approaches to engaging children in physical activity are needed to address this public health concern. Recently a new definition of physical activity was proposed which emphasises, amongst other things, the fact that physical activity is deeply affective, emotional and situated in spaces which shape the experience. With the need to increase engagement in physical activity, and this new proposed definition, this paper presents a more novel approach to addressing this problem through staging a physically active experience. The idea draws upon the well-established area of experience economy, which aims to engage those partaking in an educational, (e)aesthetic, escapist, and entertaining way. By staging physical activity as an experience, it is proposed that children can actively partake in physical activity in a way which is focused on the experience offered. This paper explains the notion of experience economy and provides examples of how it could be applied to children’s physical activity. Future research should examine the staging of physically active experiences for children and evaluate the practical implementation and effectiveness of this new approach to increasing children’s engagement in physical activity.

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Effects of the FIT Game on Physical Activity in Sixth Graders: A Pilot Reversal Design Intervention Study

Cited by 8 publications

References 29 publications

Differentiation of physical education lessons by body mass index of schoolchildren

Differentiation of physical education lessons by body mass index of schoolchildren

New Technologies for Promoting Physical Activity in Healthy Children and in Children with Chronic Respiratory Diseases: A Narrative Review

A “Physically Active Experience” – Setting the Stage for a New Approach to Engage Children in Physical Activity.

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