BACKGROUND: The purpose of this study was to explore the effect of an active video gaming (AVG) classroom curriculum on health-related fitness, school day steps, and motivation in sixth graders. METHODS:A convenience sample of 65 sixth graders were recruited from 2 classrooms from a school located in the Western United States. One classroom served as the comparison group (n = 32) that participated in active free play, and one classroom served as the intervention group (n = 33) that participated in an AVG curriculum for 30 minutes per day, 3 days per week, for 18 weeks. Cardiorespiratory endurance was assessed using Progressive Aerobic Cardiovascular Endurance Run laps. School day steps were recorded, and motivational variables were collected using questionnaires. Measures were collected at baseline and an 18-week posttest time point. RESULTS: There was a significant group × time interaction for Progressive Aerobic Cardiovascular Endurance Run laps (b = 20.7 laps; 95% confidence interval, 14.6 to 26.8; P < .001). No statistically significant interactions were found for step counts or any of the motivational variables. CONCLUSIONS: An 18-week AVG classroom curriculum improved cardiorespiratory endurance relative to the comparison group in sixth graders. This study supports the use of low-cost AVG curricula to improve the health-related fitness of youth.
RCT Entities:
BACKGROUND: The purpose of this study was to explore the effect of an active video gaming (AVG) classroom curriculum on health-related fitness, school day steps, and motivation in sixth graders. METHODS: A convenience sample of 65 sixth graders were recruited from 2 classrooms from a school located in the Western United States. One classroom served as the comparison group (n = 32) that participated in active free play, and one classroom served as the intervention group (n = 33) that participated in an AVG curriculum for 30 minutes per day, 3 days per week, for 18 weeks. Cardiorespiratory endurance was assessed using Progressive Aerobic Cardiovascular Endurance Run laps. School day steps were recorded, and motivational variables were collected using questionnaires. Measures were collected at baseline and an 18-week posttest time point. RESULTS: There was a significant group × time interaction for Progressive Aerobic Cardiovascular Endurance Run laps (b = 20.7 laps; 95% confidence interval, 14.6 to 26.8; P < .001). No statistically significant interactions were found for step counts or any of the motivational variables. CONCLUSIONS: An 18-week AVG classroom curriculum improved cardiorespiratory endurance relative to the comparison group in sixth graders. This study supports the use of low-cost AVG curricula to improve the health-related fitness of youth.
Authors: You Fu; Ryan D Burns; Emma Gomes; Amy Savignac; Nora Constantino Journal: Int J Environ Res Public Health Date: 2019-08-07 Impact factor: 3.390
Authors: Cristina Comeras-Chueca; Lorena Villalba-Heredia; Jose Luis Perez-Lasierra; Gabriel Lozano-Berges; Angel Matute-Llorente; German Vicente-Rodriguez; Jose Antonio Casajus; Alex Gonzalez-Aguero Journal: JMIR Serious Games Date: 2022-05-24 Impact factor: 3.364
Authors: Cristina Comeras-Chueca; Jorge Marin-Puyalto; Angel Matute-Llorente; German Vicente-Rodriguez; Jose A Casajus; Alex Gonzalez-Aguero Journal: Int J Environ Res Public Health Date: 2021-06-29 Impact factor: 3.390