Caution Regarding Exergames: A Skill Acquisition Perspective

Autor/inn/en	Pedersen, Scott J.; Cooley, Paul D.; Cruickshank, Vaughan J.
Titel	Caution Regarding Exergames: A Skill Acquisition Perspective
Quelle	In: Physical Education and Sport Pedagogy, 22 (2017) 3, S.246-256 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1740-8989
DOI	10.1080/17408989.2016.1176131
Schlagwörter	Teaching Methods; Physical Education; Exercise; Program Effectiveness; Pretests Posttests; Children; Preadolescents; Video Games; Educational Technology; Technology Uses in Education; Randomized Controlled Trials; Statistical Analysis; Skill Development; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Körpererziehung; Sportunterricht; Übung; Child; Kind; Kinder; Pre-adolescence; Präadoleszenz; Video game; Videospiel; Videospiele; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Statistische Analyse; Kompetenzentwicklung; Qualifikationsentwicklung; Ausland; Australien
Abstract	Background: The advent of technology use in physical education is upon us. But the implications of using exergames as a substitute for traditional physical education instruction for some students raise questions. Although exergames have the potential to increase energy expenditure and motivation in some children, it is less clear whether they can provide skill acquisition benefits that are similar to those found in traditional physical education. Purpose: In a previous experiment from our laboratory, we found that deliberate practice can significantly reduce the planning time required for lateral arm movements. The purpose of this study was to determine if exergames can produce a similar effect, by reducing the processing time required for children to initiate arm movements to the contralateral and ipsilateral space. Participants and setting: Thirty children (boys = 15, girls = 15), between the ages of 7 and 12 years, participated in a pre- and post-test each taking 30 min and one 30 min treatment session in a university laboratory. Research design: A repeated measures design was employed to test the effects of deliberate laterality practice on processing speed. Children were randomly assigned (n = 10) to either a Nintendo Wii tennis contralateral movement experimental group, Nintendo Wii bowling ipsilateral movement experimental group, or handheld video-game control group. Each child participated in one 30 min treatment session. Data collection: Upper extremity choice reaction time (RT) was measured through 27 goal-directed aiming movements for each arm separately, during the pre-test and post-test. The stimulus-response trials occurred in three randomly presented directions (ipsilateral, contralateral, and midline). Data analysis: A 3 (treatment group) × 2 (age group) × 2 (test) × 3 (direction) mixed design analysis of variance with repeated measures on the last two factors was used to test for significant differences, with an alpha level set at 0.05. Findings: There were no significant treatment effects on RT across all groups indicating that a short bout of exergame training was unsuccessful in improving lateral movement processing. Conclusions: Deliberate laterality practice using exergames did not improve the motor processing speed of lateral arm movements in the same manner of traditional physical education as indicated by our previous research. Explanations as to why exergames do not exhibit the same positive transfer for skill acquisition as traditional physical education instruction are discussed within this paper. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01