The effects of active video games and selected movement games on physical literacy components and self-concept in 8-12-year-old children

Khajavi, Daryoush; Ahmadi Noradinvand, Nahid

doi:10.22059/sshr.2024.370452.1118

The effects of active video games and selected movement games on physical literacy components and self-concept in 8-12-year-old children

Document Type : Research Paper

Authors

¹ Department of Behavioral and Cognitive Sciences in Sport, Faculty of Sport Science and Health, University of Tehran, Tehran, Iran

² Education Organization of Isfahan

10.22059/sshr.2024.370452.1118

Abstract

Background: Rapid modern world changes have impacted efforts to educate children with abilities and skills suitable for societal goals.
Aims: The aim of the study was to investigate the effects of active video games and selected movement games on children’s physical literacy and self-concept.
Materials and Methods: Sixty 8-12-year-old children from Ahvaz City were selected and assigned into three experimental and one control groups. Physical literacy and self-concept were assessed in pretest. The active video game group played Xbox Kinect bowling, athletics, tennis, soccer, volleyball, basketball games. The selected movement game group played researcher-designed games. The mixed game group engaged in both activities over 12 video and 12 movement game sessions for 8 weeks, with 30-minute per session. Data were analyzed by MANOVA and student t-test.
Results: The results showed that active video games and selected movement games influenced children’s physical literacy and self-concept. Further, significant differences were found between the experimental groups' physical literacy and self-concept outcomes. The selected movement game and mixed game groups performed better in these measures than other groups.
Conclusion: Results suggest parents and teachers consider implementing the selected movement games and active video games to bolster physical literacy and self-concept in children.

Keywords

References

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[16] Gioftsidou A, Vernadakis N, Malliou P, Batzios S, Sofokleous P, Antoniou P, Kouli O, Tsapralis K, Godolias G. “Typical balance exercises or exergames for balance improvement?”. Journal of Back and Musculoskeletal Rehabilitation. 2013; 26(3): 299-305. doi: 10.3233/BMR-130384.

[17] Tarakci D, Ersoz Huseyinsinoglu B, Tarakci E, Razak Ozdincler A. “Effects of Nintendo Wii‐Fit® video games on balance in children with mild cerebral palsy”. Pediatrics International. 2016; 58(10): 1042-50. doi: 10.21203/rs.3.rs-3749738/v1.

[18] Vernadakis N, Papastergiou M, Zetou E, Antoniou P. “The impact of an exergame-based intervention on children's fundamental motor skills”. Computers & Education. 2015; 83:90-102. https://doi.org/10.1016/j.compedu.2015.01.001.

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[43] Liu W, Zeng N, McDonough DJ, Gao Z. “Effect of active video games on healthy children’s fundamental motor skills and physical fitness: A systematic review”. International Journal of Environmental Research and Public Health. 2020; 17(21): 8264. doi: 10.3390/ijerph17218264.

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The effects of active video games and selected movement games on physical literacy components and self-concept in 8-12-year-old children

References

[1] Muydinovich RI, Valentinovna MS, Xabibjonqizi MD. “The role of information technology in modern methods in the system of higher education”. International Journal of Early Childhood Special Education. 2022; 14(7): 1743-1746. doi: 10.48047/INTJECSE/V14I7.229.

[2] Raja R, Nagasubramani PC. “Impact of modern technology in education”. Journal of Applied and Advanced Research. 2018; 3(1): 33-35. doi.org/10.21839/jaar.2018.v3iS1.165.

[3] Whitehead M. “Definition of physical literacy and clarification of related issues”. ICSSPE Bulletin. 2013; 65: 28-33.

[4] Tremblay MS, Costas-Bradstreet C, Barnes JD, Bartlett B, Dampier D, Lalonde C, Leidl R, Longmuir P, McKee M, Patton R, Way R. “Canada’s physical literacy consensus statement: process and outcome”. BMC Public Health. 2018; 18(2): 1-8. doi.org/10.1186/s12889-018-5903-x.

[5] Young L, O’Connor J, Alfrey L. “Physical literacy: A concept analysis”. Sport, Education and Society. 2020; 25(8): 946-59. https://doi.org/10.1080/13573322.2019.1677586.

[6] Venetsanou F, Kambas A. “Environmental factors affecting preschoolers’ motor development”. Early Childhood Education Journal. 2010; 37(4): 319-27. doi: 10.1007/s10643-009-0350-z.

[7] Marsh HW. The Measurement of Physical Self-Concept: A Construct Validation Approach. Human Kinetics. 1997.

[8] Nervik D, Martin K, Rundquist P, Cleland J. “The relationship between body mass index and gross motor development in children aged 3 to 5 years”. Pediatric Physical Therapy. 2011; 23(2): 144-8. https://doi.org/10.1097/pep.0b013e318218d356.

[9] Weisberg DS, Hirsh-Pasek K, Golinkoff RM. “Embracing complexity: rethinking the relation between play and learning: comment on Lillard”. 2013; 139(1):35-9. doi: 10.1037/a0030077.

[10] George AM, Rohr LE, Byrne J. “Impact of Nintendo Wii games on physical literacy in children: Motor skills, physical fitness, activity behaviors, and knowledge”. Sports. 2016; 4(1): 3. doi: 10.3390/sports4010003.

[12] Barnett LM, Ridgers ND, Reynolds J, Hanna L, Salmon J. “Playing active video games may not develop movement skills: An intervention trial”. Preventive Medicine Reports. 2015; 2: 673-8. doi: 10.1016/j.pmedr.2015.08.007.

[13] Sun H. “Operationalizing physical literacy: The potential of active video games”. Journal of Sport and Health Science. 2015; 4(2): 145-9. http://dx.doi.org/10.1016/j.jshs.2015.03.006.

[14] Lee C, Aiken KD, Hung HC. “Effects of college students' video gaming behavior on self-concept clarity and flow”. Social Behavior and Personality: An International Journal. 2012; 40(4): 673-89. doi: 10.2224/sbp.2012.40.4.673.

[15] Caput-Joginica R, Lončarić D, de Privitello S. “Extracurricular sports activities in preschool children: impact on motor achievements and physical literacy”. Hrvatski Športskomedicinski Vjesnik. 2009; 24(2): 82-7. https://hrcak.srce.hr/47833.

[16] Gioftsidou A, Vernadakis N, Malliou P, Batzios S, Sofokleous P, Antoniou P, Kouli O, Tsapralis K, Godolias G. “Typical balance exercises or exergames for balance improvement?”. Journal of Back and Musculoskeletal Rehabilitation. 2013; 26(3): 299-305. doi: 10.3233/BMR-130384.

[17] Tarakci D, Ersoz Huseyinsinoglu B, Tarakci E, Razak Ozdincler A. “Effects of Nintendo Wii‐Fit® video games on balance in children with mild cerebral palsy”. Pediatrics International. 2016; 58(10): 1042-50. doi: 10.21203/rs.3.rs-3749738/v1.

[18] Vernadakis N, Papastergiou M, Zetou E, Antoniou P. “The impact of an exergame-based intervention on children's fundamental motor skills”. Computers & Education. 2015; 83:90-102. https://doi.org/10.1016/j.compedu.2015.01.001.

[19] Boot WR, Kramer AF, Simons DJ, Fabiani M, Gratton G. “The effects of video game playing on attention, memory, and executive control”. Acta Psychologica. 2008; 129(3): 387-98. doi: 10.1016/j.actpsy.2008.09.005.

[20] Caro K, Tentori M, Martinez-Garcia AI, Alvelais M. “Using the FroggyBobby exergame to support eye-body coordination development of children with severe autism”. International Journal of Human-Computer Studies. 2017; 105: 12-27. doi: 10.1016/j.ijhcs.2017.03.005.

[21] Valadi S, Hamidi, M. “Studying the level of physical literacy of students aged 8 to 12 years”. Research on Educational Sport. 2020; 8(20): 205-26. doi: 10.22089/res.2018.5090.1388. [in Persian]

[23] Dutil C, Tremblay MS, Longmuir PE, Barnes JD, Belanger K, Chaput JP. “Influence of the relative age effect on children’s scores obtained from the Canadian assessment of physical literacy”. BMC Public Health. 2018; 18(2): 1-12. https://doi.org/10.1186/s12889-018-5895-6.

[24] Rafiei S, Hosseinzadeh M, Riahi J. Manual for the Second Edition of Physical Literacy Tests. Translation of the Canadian version, Tanin Danesh. 2019. [in Persian]

[26] Piers EV. The Piers-Harris children's self-concept scale: The way I feel about myself. Counselor Recordings and Tests Nashville. 1969.

[28] Hosieni Yazdi SA, Mashhadi A, Kimyaie SA, Asemi Z. “Effectiveness of the ‘children of divorce intervention program’ on improvement of self-concept and resilience in children”. Journal of Applied Psychology. 2015; 9(1): 7-21. doi: 20.1001.1.20084331.1394.9.2.1.6. .

[29] Bremer E, Graham JD, Cairney J. “Outcomes and feasibility of a 12-week physical literacy intervention for children in an afterschool program”. International Journal of Environmental Research and Public Health. 2020; 17(9): 3129. doi: 10.3390/ijerph17093129.

[32] Lu AS, Baranowski T, Hong SL, Buday R, Thompson D, Beltran A, Dadabhoy HR, Chen TA. “The narrative impact of active video games on physical activity among children: a feasibility study”. Journal of Medical Internet Research. 2016; 18(10): e272. doi: 10.2196/jmir.6538.

[33] Shearer C, Goss HR, Edwards LC, Keegan RJ, Knowles ZR, Boddy LM, Durden-Myers EJ, Foweather L. “How is physical literacy defined? A contemporary update”. Journal of Teaching in Physical Education. 2018; 37(3): 1-9. doi: 10.1123/jtpe.2018-0136.

[34] Sum KWR, Wallhead T, Ha SCA, Sit HPC. “Effects of physical education continuing professional development on teachers’ physical literacy and self-efficacy and students’ learning outcomes”. International Journal of Educational Research. 2018; 88: 1-8. doi: 10.1016/j.ijer.2018.01.001.

[35] Carl J, Barratt J, Toepfer C, Cairney J, Pfeifer K. “How are physical literacy interventions conceptualized? A systematic review on intervention design and content”. Psychology of Sport and Exercise. 2022; 58: 102091. doi: https://doi.org/10.1016/j.psychsport.2021.102091.

[36] Barnett LM, Ridgers ND, Salmon J. “Associations between young children's perceived and actual ball skill competence and physical activity”. Journal of Science and Medicine in Sport. 2015; 18(2): 167-71. doi: 10.1016/j.jsams.2014.03.001.

[37] Park JH, Moon JH, Kim HJ, Kong MH, Oh YH. “Sedentary lifestyle: overview of updated evidence of potential health risks”. Korean Journal of Family Medicine. 2020; 41(6): 365-373. doi: 10.4082/kjfm.20.0165.

[38] Virgilio SJ. Teaching Physical Fitness for Children (A Team Method). Translated by Rafiee M, Karbilai Fars M, al-Dawa M. Sports Science Publications. 4th Ed. 2019.

[39] Zecevic CA, Tremblay L, Lovsin T, Michel L. “Parental influence on young children's physical activity”. International Journal of Pediatrics. 2010. 1-9. doi: 10.1155/2010/468526.

[40] Lupu E, Petrescu AL. “A study regarding teenagers’ self-image and the importance of physical activities in its formation”. Procedia-Social and Behavioral Sciences. 2012; 33: 870-4. doi: 10.1016/j.sbspro.2012.01.246.

[41] Zarotis GF. “Positive self-concept through physical-sport activity of preschool children”. American Journal of Humanities and Social Sciences Research. 2019; 3(2): 53-60.

[42] Zimmer R. Kinder Brauchen Selbstvertrauen. Bewegungsspiele, Die Klug Und Stark Machen. Freiburg: Herder Verlag. 2006. [in Germany]

[43] Liu W, Zeng N, McDonough DJ, Gao Z. “Effect of active video games on healthy children’s fundamental motor skills and physical fitness: A systematic review”. International Journal of Environmental Research and Public Health. 2020; 17(21): 8264. doi: 10.3390/ijerph17218264.

Volume 16, Issue 1January 2024Pages 49-60

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Volume 16, Issue 1
January 2024
Pages 49-60