Examining the Impact of School Esports Program Participation on Student Health and Psychological Development

Abstract

This study examined the influence of 7 high school esports developmental programs on student self-regulation, growth mindset, positive youth development (PYD), perceived general health and physical activity (PA), and sport behaviour. A total of 188 students (male n = 120; female n = 68) originally participated (89 enrolled in an esports program in their school and 99 acted as aged-matched controls), with 58 participants (n = 19 esports group; n = 39 controls) completing both pre- and post-program information. At baseline, no significant differences were found between youth e-athletes and their aged-matched controls. The analysis for the observation period showed a significant interaction effect for the PYD confidence scale, with post-hoc comparisons showing a significant decrease in the control group from pre- to post assessment whereas the esports group remained the same. Time main effects showed a decrease in the self-regulation motivation factor, PYD connection factor and PA for all participants. Overall, this study showed that students enrolled in their respective school esports program did not differ from those who did not in self-regulation, growth mindset, PYD, perceived health and PA, and sport behaviour. It was likely that all participants showed a decrease in motivation, connection, and PA due to COVID19 lockdown during the study period. This study is the first to investigate the longitudinal impact of student involvement in high school esports and showed that esports participation did not have a negative impact on any health or psychological factors.

Self-regulation, stress appraisal, and esport action performance

“…While further investigation specific to e’athletes is warranted, existing research has recognized an associated link between self-regulatory skills and academic as well as sports performance ( Kitsantas and Zimmerman, 2002 ; Jonker et al, 2010a ; Trotter et al, 2021 ). Ideally, the cultivation of these skills should commence at the grassroots level, wherein disparities between student e’athletes and their peers are minimal ( Trotter et al, 2022 ). By integrating these skills early in their development, novice e’athletes can establish a solid foundation for self-regulation, facilitating their progress as they advance in their competitive journey ( Trotter et al, 2022 ).…”

Sustaining eSports Industry and Regulatory Focus: Empirical Evidence From Chinese Universities

“…The practitioners may use interest-based data of students to decide about their dominant regulatory focus easier. Adult role models are helpful for teens to develop their identity while growing up (Steinberg, 2010 ; Trotter et al, 2021 ). As developing their identity, teens like and follow different celebrities and role models on social media.…”

Parental support in esports through the lens of the theory of planned behaviour

“…Given the limited research on parents’ attitudes toward esports, a primary focus should be placed on gaining a better understanding of this aspect. Given that esports have been recognized as an avenue for physical and psychological development of young individuals ( 8 ), it is important to highlight the need for further investigation into concerns about potential negative impacts of youth esports ( 4 , 24 ). Furthermore, attitudes toward esport could differ between different countries and cultural contexts.…”

“…Researchers recognize the potential of esports to attract young people [e.g., ( 2 )] and cultivate a healthy lifestyle ( 3 ). Esports may be a new effective way to reach the approximately 20% of youth who are not engaged in the performance environments of traditional sports ( 4 ) and lead to many positive developmental outcomes [e.g., ( 5 )]. For instance, esports programs have been effective at improving social-emotional and communication skills, leading to better social relationships outside the esports club [e.g., ( 6 )].…”