Steps Accumulated During Interactive Gaming Versus Traditional Physical Education Activities

Interactive gaming (IG) is being integrated into physical education (PE) curricula as a means of promoting physical activity. Interactive gaming capitalizes on children's interest in computer and video interaction by integrating exercise with technology. However, little research has assessed the effects of IG on the level of physical activity participation.

Purpose: The purpose of this study was to determine the total number of steps students accumulated in IG as compared to a traditional PE activity. This study also evaluated students' preference as it relates to future engagement in the activities.

Methods: Participants were 132 second and third graders engaged in two 10-minute striking stations (IG and traditional tennis). A WiiŠ Sports tennis game was used as the IG striking activity. WiiŠ tennis is a simulated game that uses motion sensor capabilities of a wireless remote that mimic movement while displaying the actions of the on-screen character simultaneously. The player moves the remote in a similar manner to how real tennis is played. For example, if a participant uses a backhand swing while holding the remote, their character on the screen will utilize a backhand tennis stroke to hit the tennis ball. In the traditional striking activity, the students played on an indoor court using regular tennis racquets and tennis balls. The order of the stations was randomly assigned and participants played in pairs. Steps were measured using Digiwalker SW 200 pedometers. After each participant completed the stations, they were asked to evaluate their personal experience with the two activities.

Analysis/Results: Paired t-tests examined differences in the number of steps between the two environments and participants' evaluation responses were reported as frequencies. The results showed that there was a significant difference (t = 34.09, df = 130, p < .001) in the number of steps between the WiiŠ tennis game (M = 319.34) and traditional tennis (M = 963.85). Students evaluated the WiiŠ tennis game favorably, with 100% stating they would elect to play the WiiŠ again and 89.3% would choose to play the WiiŠ if it was provided as an option in PE.

Conclusions: From this study, it appears that students enjoy the IG activity. However, the traditional tennis activity resulted in more accumulated steps. Therefore, PE teachers and programs should closely examine the potential health benefits of IG activities compared to traditional PE activities.